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CORfRIGHT DEPOSIT. 



WORLD EDUCATION 



Copies of this hook may be obtained 
from 

W. B. Clarke Co., Boston 

The Eichelbergee Book Co., Baltimore 



WORLD EDUCATION 



A DISCUSSION 
OF THE FAVORABLE CONDITIONS FOR 
A WORLD CAMPAIGN FOR EDUCATION 

BY 

W. SCOTT 

Secretary of the New England Education League 
and International Education Conference 



The successive generations of men, taken collectively, constitute 
one generation. — Hobace Mann. 

I will bear in mind that the vi'orld is my native city. — Seneca. 

Eine von der Menscheit fuer die Menscheit geschaffene, Inter- 
nationale, universelle und unvergaengliche Institution, mit der 
Bestimmung, das geistige Erbe von Geuerationeu und Epochen, 
gesichtet, georduet und vermehrt, ohne Unterlass den Naechst- 
kommenden uebergeben. — Fbanz KBuiNY. 

Methinks I see in my mind a noble and puissant nation, rousing 
herself like a strong man after sleep, and shaking her invincible 
locks : methinks I see her as an eagle, mewing her mighty youth, 
and kindling her undazzled eyes at the full noonday beam, purging 
and unsealing her long abused sight at the fountain itself of heav- 
enly radiance. — Milton. 



CAMBRIDGE 
PRINTED FOR THE AUTHOR 

1912 



^\ 



V^'^ 



Copyright, 1912 
By W. Scott 



/ 
/ 



THE UNIVERSITY PRESS, CAMBRIDGE, U. S. A. 



//.Mi 

©CI.A328413 



Sngcribeb to 
KATHERINE CAMPBELL SCOTl' 



CONTENTS 

CHAPTER I PAGE 

The Characteristic of the IOth Century ... 1 

Its diffusive energy. — Growth of freedom. — Commerce, 
facilities of intercommunication, changes in governments, 
increase of national areas, literature, religious efforts, 
comparative religion, public education, a new era. 

CHAPTER H 
The Question Stated 10 

Talleyrand's view of popular education. — The school and 
universal learning, the three R's interpreted, scope of 
education, the learner, adequate education a birthright. 

CHAPTER HI 
Obstacles 16 

The governing classes dictate scope and privilege of edu- 
cation, obstacles of race, sex, religion, poverty, tradition, 
locality, how overcome, the educational struggle and 
progress. 

CHAPTER IV 

Progress Made, Voluntaryism 21 

John Foster's essay on Popular Ignorance in 1819, great 
changes in educational opportunity, influences producing 
changes, voluntaryism, individual promoters, great teach- 
ers, religious bodies, various bodies, local, state, national, 
international. 

CHAPTER V 

Progress Made, Government 35 

The town, city, state, nation, education under govern- 
ment control a vast enterprise, transition from national 
to international governmental action in education. 

CHAPTER VI 
Reasons for Government Promotion of Educa- 
tion 47 

The protective, constructive, economic, corporate ideas. 

vii 



CONTENTS 



CHAPTER VII PAGE 

Favorable Conditions 51 

The material conditions of society, "The Day of Roads," 
means of intercommunication, telegraph, telephone, 
transcontinental railways, ocean steamship lines, postal 
union, universal expositions, international cooperation, 
ideals of society, the economic and corporate ideas ap- 
plied to human race, mankind a corporation. 

CHAPTER VIII 
Lines of Approach, Illustrations 64 

Effective nature of agencies cited, individual promoters 
of education in town, city, state, nation, branch of human 
race, the world, corporate action, manufacturing, trans- 
portation and other agencies, the printed page, the press, 
publications, books and libraries, government action, 
national and international. 

CHAPTER IX 
International Plans 77 

Kemeny's Weltakademie, International Educational 
League, Federation of National Education Societies, 
World Federation of Universities, Federation of Inter- 
national Associations, World University (Religious, Inter- 
denominational), World Education Fund or Foundation, 
Joint Foundation for International Education, Inter- 
metropolitan Educational Alliance, International Union 
for Education (Governmental), The World Travel Uni- 
versity, International Correspondence Schools, World 
Library and Museum. 

CHAPTER X 

Statistics 95 

World educational statistics, international societies, con- 
gresses, etc., cities of 250,000 population and above. 

CHAPTER XI 
Bibliography 103 



APPENDIX 

Part I. German Synopsis 107 

Part II. French Synopsis 116 

viii 



WORLD EDUCATION 



CHAPTER I 

The Characteristic of the Nineteenth 
Century 

The history of liberty might be made the central thread of all 
history. Lord Acton. 

T I ^HE nineteenth century made important addi- 
-■■ tions to the sum of knowledge. It gave birth 
to new sciences. Vast accumulations of data were 
gathered, the relative prominence of departments 
of knowledge was modified, and there were remark- 
able movements in every area of action. But a 
survey of the century will probably show that its 
preeminent feature was its diffusive energy. This 
was favorable to the spread of knowledge and the 
general advantages of civilization. 

Personal liberty during this period was mar- 
vellously advanced. Serfdom fell in France in the 
revolution of 1789, in Germany in the first half of 
the century, in Russia in 1861, in Poland in 1864. 
The foreign slave trade was abolished by Austria 
in 1782, United States and Great Britian in 1807, 
Spain in 1817 and Brazil in 1826. Slavery flour- 
ished longer but the century has witnessed revolu- 
tions in human society resulting in the emancipation 

1 



WORLD EDUCATION 

of millions of slaves. Slavery ceased in the British 
colonies in 1835, and in the United States in 1863, 
and Brazil in 1889. The march of freedom has been 
incessant. A just and humane spirit has wrought 
these changes and tends to produce a better social 
condition everywhere. 

The progress of commerce is one of the noteworthy 
facts of the century. To the commercial activity 
of the times the inventions and discoveries, made or 
more fully applied during the period, contributed. 
The steam engine is chiefly associated with the name 
of James Watt who died in 1815. The names of 
Fulton, Stephenson, Morse, Henry, Edison, Bell and 
others, men of scientific genius, are associated with 
steam-boat, steam-railway, telegraph and applica- 
tions of electric power. The first steam locomotive 
ran in 1804, a steamboat made a successful trip in 
1807, in 1819 the steamer Savannah crossed the 
Atlantic. The first Atlantic telegraph landed in 
1858 and 1866. It has-been followed by a tele- 
graphic system which brings the business centres in 
touch with all parts of the globe. Important and 
numerous electric inventions and discoveries mark 
the closing years of the century, and make inter- 
communication easy the world over. These condi- 
tions have been further changed during the first 
decade of this century by the good roads movement, 
the automobile, wireless telegraphy and aerial 
navigation. 

The march of commerce was facilitated by great 
public works, commercial treaties, national or inter- 

2 



CHARACTERISTICS 

national expositions of industry, and various enter- 
prises tending to make mankind familiar with the 
work and products of all peoples. The Erie canal 
in 1824, the Suez canal in 1869, the Union Pacific 
railroad uniting in 1869 the Atlantic and Pacific 
coasts, the London exhibition of works of industry 
of all nations in 1851, the numerous treaties and 
conferences for international commerce, the penny 
post of 1840, the international postal union now es- 
tablished, the Siberian, Pan-American, Cape to 
Cairo and Australian railroads, constructed or pro- 
jected, are among the facts which have promoted 
business intercourse among nations. They suggest 
the commercial union of mankind. 

The changes in government were striking and ex- 
tensive. These changes were brought about chiefly 
by popular agitation and legislation, but wars were 
not wanting. Two of the most destructive wars of 
history redden the century's pages, the Napoleonic 
wars from 1793 to 1815 in the old world, and the 
American civil war from 1861 to 1865 in the new. 
These tremendous conflicts have had deep influence 
on civilized government. 

The United States in 1800 held no possession 
west of the Mississippi, and Florida and Louisiana 
belonged to European powers. By cession and pur- 
chase its area increased 4.3 times, exclusive of its 
latest territory. The growth of the British Empire 
also was remarkable. The unification of Italy oc- 
curred in 1870 and the reestablishment of the 
German Empire in 1871. Russia, with immense 



WORLD EDUCATION 

stretches of territory and population, rose to an au- 
thoritative place in the old world, and Japan appears 
as an ancient nation taking a new and strong hold 
on the world's life. A fresh impulse stirred races, 
quickened race ambitions and introduced new and 
powerful forces among mankind. The rise of the 
people by industry, education, a larger share in 
government was a widespread and pervasive influence. 
Governments are working to a greater harmony by 
diplomacy and international law. A pacific and 
humane spirit is supplanting militarism and the 
time may not be remote when disarmament shall pre- 
vail among nations. Questions of government are 
handled and discussed as never before, and the de- 
mand for better and more equal government is uni- 
versal. While great evils exist, the general and 
gradual improvement of government is beyond 
doubt. 

Whether the century was relatively a productive 
period in literature is a question upon which dif- 
ferences of opinion exist, but famous names appear 
among its writers in every department. The diffu- 
sion of literature in books was facilitated by im- 
proved processes of printing. Extraordinary 
activity is apparent in forms of popular literature 
which treat of themes and events in a brief and 
readable way. It was an age of review, magazine 
and newspaper beyond all former times. A group 
of reviews started near the beginning of the century 
in Great Britain. The Edinburgh Review in 1802, 
the organ of the Whigs ; the Quarterly Review in 



CHARACTERISTICS 

1809, the mouthpiece of the High Tories ; the Eclec- 
tic Review in 1805, representing Protestant Dissen- 
ters ; the Christian Observer in 1802, conducted by 
the EvangeHcal party of the EstabHshed Church; 
Blackwood's Edinburgh Magazine in 1817, main- 
tained by the High Tories ; the Westminster Review 
in 1824, advocating radicalism in church, state and 
legislation, — these publications began an era in per- 
iodical criticism. Their influence on the public mind 
was powerful. A large number of popular maga- 
zines and newspapers began also in America, France, 
Germany and other leading countries. In 1831 the 
first newspaper appeared in Constantinople, and in 
1850 the Pekin Monitor was printed in China. Many 
newspapers became widely influential. The new pro- 
fession of journalism claims many of the ablest men 
in all civilized lands. The spread of news, informa- 
tion and opinion by the daily paper is one of the 
marvels of the times. 

The diffusion of religion was also characteristic 
of the century. Each age has its peculiar religious 
history. The extension of religion is a constant 
movement among mankind. Like the spread of light 
or the falling of the dew, it has often been silent 
and without observation. The progress of ideas, 
the operation of moral and spiritual forces may thus 
be unnoted though real. The century witnessed an 
extension of religion in ways which are without 
parallel in history. 

The routine effort of Christian churches was im- 
proved. Greater activity and intelligence are brought 

5 



WORLD EDUCATION 

to bear upon the work undertaken. The needs of 
man and how to meet them occupied thought, led 
to experiment and appropriate effort for existing 
personal and social wants. How to turn to best 
service resources formerly unused or only partially 
used resulted in societies for the young, for different 
sexes and ages, until religious and philanthropic or- 
ganizations became numerous and in many cases vast 
in size. To some extent these movements failed to 
do the good expected from them. Their number may 
wisely be decreased and wholesome changes promo- 
tive of economy of time, money and energy in- 
augurated, but it is also evident that the Christian 
element in society awakened to a new sense of its 
resources, opportunity and duty. Great waves of 
religious excitement also passed over society during 
this period. The revival connected with the Wes- 
leys and Whitfield antedated the century. It is a 
type of numerous movements affecting communities, 
or large populations during the century. The re- 
ligious revival in America in 1858, in Ireland in 
1859 and others, local or extensive in character, ap- 
pear in the religious history of the times. While 
some writers disparage these movements as abnor- 
mal or transient, a more just estimation of social 
forces recognizes in them indisputable elements of 
progress. Man's personal and social life is epochal. 
Human movements as of politics, reform, commerce, 
education advance with concentrated power like the 
march of waves from the deep. History is charac- 
terized by the flow of mighty and uplifting tides. In 

6 



CHARACTERISTICS 

connection with so profound a sentiment as religion 
these movements are co-extensive with history and 
result in permanent good to mankind. 

Another feature of the diffusion of religion was 
the organization and enlargement of missionary 
efforts. The Roman Catholic, Moravian and others 
were in the field before the nineteenth century, but 
the extension and success of Christian missions since 
1800 have been phenomenal. The London Mission- 
ary Society started in 1794, the American Board, 
societies of Baptists, Methodists, Presbyterians and 
Episcopalians, originated from 1810 to 1846. The 
missionary chapter in the history of the century, 
when written, will show the scope and nature of the 
work accomplished. The missionary has done his 
work in obscurity and in the face of peculiar diffi- 
culties. He has contributed to the advancement of 
knowledge in geography, ethnography and other 
sciences. Through him the arts and benefits of civi- 
lization have been introduced among many backward 
peoples. The effect of his direct religious effort has 
been to change for the better the character of numer- 
ous, individuals and communities. The truths of 
Christianity have thus gained currency in many na- 
tions, shut against its missionary at the opening 
of the century. Such truths transform society 
wherever they obtain a foothold, but changes ani- 
mated by justice and truth are in harmony with 
the progress of the race. 

The comparative study of religion has been lifted 
into increased prominence as nations have been 

7 



WORLD EDUCATION 

brought nearer together. Such study reveals the 
variations of human thought on the relations and 
problems of life. The spiritual experience of the 
human race has a depth and mystery which pertain 
to no external interests. Fuller investigation in these 
lines is inevitable and must result in the diffusion of 
truth and the good of humanity. It tends to reveal 
that higher unity of humanity overlooked by states- 
men and race propagandist, but taught by religion 
in its purest forms. 

Public education as a social necessity became gen- 
eral in leading nations during the century. It is 
regarded as a primal and fundamental interest of 
society, especially in countries where government 
is of the people. To train each child aright is the 
surest way to maintain and improve the social order. 
Opinions on questions of education vary, but the 
best attainable education is believed to be a universal 
necessity. How to bring this inalienable right to 
every child is a question of the first importance as 
the twentieth century opens. 

The same diffusive energy, manifest in other 
activities of society, has affected public education. 
Changes in public opinion on the subject from those 
prevalent at the beginning of the nineteenth century 
in England, America and other countries are strik- 
ing social phenomena. The practical results that 
have been accomplished are among the noblest 
achievements of the times. The rudiments of knowl- 
edge have been brought to vast multitudes to whom 
elementary training was formerly denied or thought 

8 



CHARACTERISTICS 

unnecessary. The revolutions in public opinion and 
the enlargement of opportunity in education are as 
remarkable as any movement of the age. They are 
signs of promise for the future of mankind and open 
a new era. 



CHAPTER II 

The Question Stated 

Man cannot propose a higher and holier object for his study than 
education and all that pertains to education. 

Plato. 
After bread, education is the first need of a nation. 

Danton. 

npHE spirit of the modern educational tendency 
-'■ is well expressed by Talleyrand, minister of 
public instruction in France in 1791. He said, 
"While it is impossible for any one to learn every- 
thing, it should be possible in a well organized society 
for one to learn anything." The working out of 
this principle in detailed form places the accumulated 
knowledge of civilized man at the disposal of every 
member of human society, and from this treasury 
of study and experience each human being may draw 
what he chooses within the limitations of his own 
powers. The result is that the school, broadly inter- 
preted, teaches everything; the learner may get 
instruction in any line his natural ability enables 
him to pursue. 

It is probable that this idea is embodied in the 
institution which we term the school even in its 
simplest form. The elementai'y school, for example, 
which teaches the three Rs so-called, reading, writ- 
ing and arithmetic, properly understood, is a school 

10 



THE QUESTION STATED 

of universal learning. That is, these common 
studies are typical or symbolic of vast areas of 
knowledge, and are selected for that reason as well 
as because they are easily available. 

Reading puts man in communication with the 
messages of the external world as revealed by the 
sense of vision. The usual object to which this art 
is applied is the printed page. But we read in a 
far greater and more varied way than that. The 
drawing, map, or chart, the painting, works of art, 
music, the invention, the machine, the human face, 
action, noble or base, events, — whatever is written in 
the heavens above or in the earth beneath one may 
read. Thus the message of the outer world, what- 
ever addresses the sense perception, is readable, and 
in truth included in the first R, as a type. 

Besides, if rightly mastered in its rudiments, read- 
ing calls into play the powers by which man learns 
to read the meanings of things and of life, commonly 
unseen. James Watt, the inventor of the engine, 
Stephenson, who put it on wheels and framed the 
locomotive, later inventors, who made it dive in sub- 
marine or float in flying machine, have simply been 
more deeply read than ordinary men in the resources 
of nature and mechanics. Pioneers in science and 
inventive arts, founders of states, teachers of the 
moral order of the world, have read better than 
others, have come nearer to the heart of things. The 
art of reading is expansive and inclusive to a mar- 
vellous degree. The first R is the type and symbol 
of all knowledge. The world is a reading book. 

11 



WORLD EDUCATION 

Writing points both to the common script and to 
greater things. For man writes not only in script, 
but on canvas, in stone or iron, in tool, machine, in- 
vention. Language, literature, music, art, trades, 
industry, commerce, laws, customs, institutions, the 
achievements of individuals and races, — what are 
they but forms of writing in which the human intelli- 
gence and will have found expression? One may 
follow the copy set, another may make his otvti copy, 
still another may conceive a new design ; but all are 
busy at the second R. Page fair or blotted, hand 
firm or trembling, the writing goes on, — life, char- 
acter, ineffaceable records, written not wholly by 
ourselves, but in part by an invisible hand. More- 
over, it is evident that an unseen intelligence, an 
infinite power also has set its mark on the page. 
We trace the characters written in man, in history, in 
earth and sky. Here are sacred writings none can 
fully read, but we discover in them the transcript 
of a higher will. " Celestial mechanics," a phrase of 
a great tliinker, implies a mechanician of infinite re- 
sources, whose handwriting and plans appear in the 
myriad forms and movements of the universe. The 
world is also a writing book. 

The third R, arithmetic, introduces to numbers, 
quantities, their size, value, relations, — a study 
which, as a type and symbol, is vast and unfathom- 
able. The attitude of the human spirit toward life 
and the universe is in its essence a matter of arith- 
metic. How does a man measure a thing? What 
valuation does he set on that object, event, tendency, 

12 



THE QUESTION STATED 

on himself, or others? For he is perpetually busy 
with his measuring-rule, making his estimates, true, 
false, or partial. Or, it may be, he errs by ignor- 
ance of the real issues moving about him because he 
fails to apply the third great R. To set the first 
thing first and to keep it there, to learn what is of 
most worth, to work out a wise order and propor- 
tion, — what are these but a nobler sort of arith- 
metic? To discover what combinations may be made 
or avoided, how things may cost too dear, and what 
is intrinsically and always precious, — these all 
seem naturally to group themselves under the last- 
named study. One cannot turn to the questions of 
our time or of the past, whether in education, home, 
work, business, government, without noting how omni- 
present these issues are, and how they perpetually 
face mankind. They touch war and peace, the rise 
and fall of states. From personal interests to a 
world's affairs, from the single event of a man's 
life to the perplexing tangle of interracial relations, 
none can escape the study of higher arithmetic with- 
out detriment. The conceptions derived from the 
contemplation of the universe have their mathemati- 
cal side. The precision of cosmic movements, sea- 
sons, tide, the procession of worlds, reveal an infinite 
mathematician at work. As we follow that work we 
find the moral and spiritual order a basic and con- 
stant factor. 

It is because the three Rs are far reaching sym- 
bolic studies, convenient and available types, that 
they have come into common use. The teacher, how- 

13 



WORLD EDUCATION 

ever, must point out to the learner that these early 
studies open on the broad highways which traverse 
the whole field of knowledge. Let them have a right 
interpretation and they become tools, types, and 
symbols of universal learning. 

The opening of universal knowledge to the learner 
is thus no new thing, but an idea which has existed 
in the simplest forms of the school. That this latent 
meaning of the school whether in the humble local 
effort, the state and national system of education, or 
in still larger international enterprises, has escaped 
observation is not to be wondered at, for the full 
uses of familiar things frequently go unnoted until 
a deeper insight reveals them. On the side of the 
school, therefore, universal education requires that 
everything which reason and necessity dictate shall 
be taught, that the school shall be a place of universal 
learning. Dr. Johnson's definition of a university as 
" a place where everything may be learnt," fits the 
ideal of the school and school systems, whether of 
the small town or civic unit, the great city, state, 
nation, or in possible future international move- 
ments, the human family. 

To turn to the learner, universal education is 
sufficiently comprehensive to embrace everybody. 
The theory enjoins upon society the obligation of 
due training and instruction for each human being. 
If there are in any case natural disqualifications, 
such instances are confessedly rare, and even where 
they may exist in a measure the progress of educa- 
tional ideas and methods seems steadily to lessen the 

14i 



THE QUESTION STATED 

number and area of the non-teachable. In working 
out this aspect of universal education, society must 
bring to every human being an adequate education 
as his birthright in human society. The actual appli- 
cation of the idea to human life, like the bestowment 
of other personal, social and civic rights and privi- 
leges, has been and may continue to be slow and 
gradual. The recognition of the idea, however, as part 
of the economy of civilization is an indication of gain 
and progress. The changes and advance of society 
have for various reasons set emphasis on the prin- 
ciple that it is both the interest of the individual and 
of society that every human being should be brought 
to his best estate so far as education may contribute 
to that desirable end. Closely related to this end 
is the advancement of social groups, small or large, 
whether of the local community, state, nation or en- 
tire human race. This idea is firmly fixed in modern 
thought although humanity has yet to go forward 
a long way before it has been effectually realized. 

In universal education, therefore, these two great 
ideas are involved, the school (and by the school we 
refer to the general educative process of society as 
well as what is technically termed school) must 
teach everything necessary and reasonable, and the 
learner must be enabled to learn anything desired and 
within the reach of his powers. The curriculum of the 
school thus embraces everything. Further, the school 
and the learner are not to be restricted to locality, 
nation, or favored race, but include all mankind. 



15 



CHAPTER III 

Obstacles 

Promote then, as an object of primary importance, the general 
diffusion of knowledge. Washington. 

AN inquiry into the obstacles to universal edu- 
cation reveals many interesting sides of the 
evolution of civilization, and runs out into historic 
conditions which though subject to continual varia- 
tions are yet deep rooted. What are termed the 
governing classes of society have profoundly affected 
education from age to age. It is impossible here to 
introduce a protracted discussion of this factor in 
education, but its place and power are obvious to 
the student of education and social history. While 
the present is a democratic period and in theory the 
whole people govern, thus obliterating a governing 
class, a deeper insight into affairs shows that this is 
a theory and tendency rather than a well worked 
out principle. The governing class may be defined 
as that group within society which wields paramount 
influence. Historically various governing classes have 
appeared, as the military, the priestly, the titled, the 
professional, the commercial, the literary classes, 
individuals or classes distinguished by birth, wealth 
or industrial preeminence. These have shaped edu- 
cation in a remarkable degree. They have dictated 

16 



OBSTACLES 

its character and extent, who shall enjoy its privi- 
leges and who shall be excluded from its benefits. 
They have invested the prescribed forms of education 
with a dignity and a social estimation which have 
been prevailing and often oppressive. They have 
taken possession of the approaches of influence by 
which society is reached, and have by effective means 
dominated their respective periods. The struggle 
for a broader, more reasonable and adaptive edu- 
cation has been ceaseless as is the case with other 
struggles for human rights and privileges. These 
adverse conditions or obstacles have not arisen 
wholly from personal or class selfishness but also 
from the limitations in intelligence and applied ideas 
which have prevailed, as well as from larger in- 
fluences at work in human evolution, but not fully 
understood and often quite unknown to the body of 
society. Gradually, as the respective classes of so- 
ciety are assigned their places in the larger and com- 
prehensive social unity, the class educational ideals 
become modified, and the educational theory grows 
more universal and fits itself to the aspirations and 
genius of humanity. 

To enumerate specific obstacles to universal edu- 
cation, that of race stands conspicuous. The atti- 
tude of American society toward the education of the 
black race,^ which is a comparatively recent aspect 
of education, is an illustration in point. This atti- 
tude is partly explained by the fact that most of the 

* Williams, G. W., History of the Negro Race in America (Chapter 
XII. Negro School Laws, 1619-1860), New York and London, 1885. 

17 



WORLD EDUCATION 

black race In the United States occupied for a long 
period the status of an enslaved race. This obstacle 
was imbedded in legislation, in social conviction and 
industrial life. Sex ^ has been another obstacle in 
the way of universal education. The opening of the 
schools to women, especially in the higher grades of 
instruction, is a movement of the last few decades. 
No argument is here attempted for one or another 
form of education for women, nor is it here claimed 
or advocated that an identical form of education is 
desirable for the male and female ; it is simply 
stated, as is familiar to all students of the history 
of education, that woman's access to educational ad- 
vantages has met barriers now more or less removed 
in many parts of the world. The religious test has 
been operative as a bar to education at the English 
universities. Until parliamentary action in Great 
Britain in 1870, dissenters were excluded from the 
universities. Poverty has also served as a barrier 
where tuition fees have shut out the poor student from 
educational opportunities. The introduction and 
expansion of free public systems of instruction in 
leading states and countries on the basis of a 
safe and wise public policy has done much to remove 
this barrier especially in the lower schools, and to 
some extent in the higher institutions. What may 
be termed the local barrier to education still remains 
to a greater or less degree, that is, the smaller or 
poorer civic unit which exercises under state control 

^ Boone, E. G., Education in the United States, p. 262, New 
York, 1889. 

18 



OBSTACLES 

educational function is unable to furnish an equal 
education to that of the larger or wealthier town or 
city. Here the small country town is commonly at a 
disadvantage schoolwise as compared with the city, 
and the poor state or country in comparison with the 
larger and richer. A narroAV and exclusive idea of 
education has prevailed as a result of one or more 
of the above named obstacles. The professional, 
wealthy and leisure classes have shaped the schools 
to meet their class ideals, and thus the industrial, 
mechanical, agricultural and laboring classes have 
had scant provision even in educational schemes 
avowedly public and for the people. The broader 
movement, called the school of modern democracy, 
has somewhat enlarged the system of popular in- 
struction and recognized the wisdom and necessity 
of a more natural and comprehensive educational 
scheme. 

The obstacles to universal education here enum- 
erated in a general way might be set forth in details 
at much length. Their persistence, injustice, and evil 
consequences might be illustrated from personal and 
social history, as well as from the larger fields of 
national, international and race experience, for ig- 
norance, mental repression, narrow training are a 
menace to the whole fabric of human society. It 
would, however, be a serious error to overlook the 
other issues which the ardent educational reformer 
is prone to forget, that is, the condition of friction 
and conflict in human affairs. This appears in edu- 
cational ideas and administration. It both aids and 

19 



WORLD EDUCATION 

retards educational and social progress. The con- 
tributions of the governing classes of society to edu- 
cation have been important and valuable, and, in 
current and future readjustments of education as a 
personal, national or world force should be retained 
and set in right relations to universal progress. 



20 



CHAPTER IV 

Progress Made, Voluntaryism 

A chief distinction of the present day is a conunimity of opinion 
and knowledge, in different nations, existing in a degree heretofore 
unknown. Daniel Webster. 

Tons les hommes 6claires s'empressent de reconnaitre, qu' il n' y 
pas ou ne doit pas avoir ime science frangaise, une science allemande, 
mais que la verite, une pour tous, doit 6tre recherchee d' un commim 
effort. Larousse. 

JOHN FOSTER in his celebrated essay, "The 
Evils of Popular Ignorance," ^ issued in 1819, 
pleads for a national system of education and appeals 
to the governing classes of Great Britain to grant the 
ignorant mass of society access to the rudiments of 
learning. His plea for elementary instruction for 
the people is historic. It moves about the whole 
horizon of motives to show that selfish as well as 
high considerations should move the influential 
classes of a nation to assume this task. The appeal 
of John Foster is not a solitary voice crying in the 
wilderness of popular ignorance. Other strong ap- 
peals and numerous efforts, more or less isolated and 
temporary, but adding to the general onward move- 
ment, appear in the educational history of the past 

* Foster, John, An Essay on the Evils of Popular Ignorance, 
1819 (several editions), Revised, New York, 1859. 

21 



WORLD EDUCATION 

century, not to go back to earlier periods. The 
transition from the conditions under which John 
Foster's plea was made to existing conditions has been 
so swift and vast that it properly ranks among the 
wonders of the world. The few intervening decades 
show the establishment of systems of elementary 
popular education among all leading nations and a 
movement toward this goal among backward nations. 
Further, resting upon the basis of widespread ele- 
mentary education, a system of secondary education 
has been built up which is undergoing expansion. 
Still more, in some states and countries the highest 
areas of education, the university and the school of 
research, are established and are opened free to all 
the people. A distinguished university president. 
President James B. Angell of INIichigan University, 
recently made the following statement: "From Ohio 
to the Pacific and from Minnesota to Texas educa- 
tion is free from kindergarten to university, and sup- 
ported by public tax, and there is no tax more will- 
ingly paid by the people." This statement, which 
might be put in other forms and somewhat modified 
in many other sections of the world, indicates a 
change and expansion in popular education, silent, 
irresistible, which has marked the last century. 
This movement has not been estimated as highly as 
the future historian is likely to estimate it, for among 
the revolutions of the last hundred years none is more 
remarkable and noteworthy. 

The influences which have co-operated to produce 
this change of attitude toward popular education in 

22 



PROGRESS MADE, VOLUNTARYISM 

some parts of the world, and also to give a material 
impulse to universal or world education, have been 
various, and are worthy of careful examination both 
on account of what they have done anfd what they 
may still accomplish. 

Among the early, and, we may add, permanent 
promoters of education is voluntaryism. This may 
appear, Proteus-like, under many forms. Private in- 
dividuals, persons of wealth, religious denominations, 
efforts emanating from groups of men led by phil- 
anthropic or business motives, the press and other 
agencies apart from government, have played no 
small part in the advancement of popular intelligence. 
These contributions may be made clearer by citing 
some notable examples in illustration. Peter Cooper 
of New York City, who accumulated a fortune 
in industry, and who lived from 1791 to 1883, founded 
in that city an institution for the free instruction of 
the young. Its work is broad and effective and 
reaches a large number of students. Its usefulness 
has commended the institution to other benefactors 
by whom it has been aided and enlarged. The 
Cooper Institute is worthy of study as an example of 
what a single individual, a pioneer in education, may 
accomplish, self-impelled to the task of increasing 
the educational opportunity of the people. Ezra 
Cornell (1807-1874), the founder of Cornell Uni- 
versity, declared, " I would found an institution where 
any person can find instruction in any study." ^ He 
thus expressed the idea which is at the heart of uni- 

1 Autobiography of Andrew D. White, Vol. 1, p. 300, N. Y., 1907. 
23 



WORLD EDUCATION 

versal education. The university ^ which he estab- 
lished, with the co-operation of the national govern- 
ment, shows how a voluntary worker in the field of 
education may serve a commonwealth, as Peter 
Cooper served a metropolis. Friends of education 
have given an impulse to education in a wider area, 
as George Peabody (1795-1869) in the Fund for 
Southern education, John D. Rockefeller (1839- ) 
in the education fund in aid of higher education 
throughout the United States, and Cecil John Rhodes 
(1853-1902) in the fund to promote the education of 
picked youth among Anglo-Saxon peoples under the 
auspices of Oxford University. One of the broadest 
donations to education was that of John Macie Smith- 
son (1765-1829), who bequeathed to the United 
States of America £105,000 to found at Washington 
an institution " for the increase and diffusion of 
knoAvledge among men." This fund started the 
Smithsonian Institution which under the patronage 
and further aid of the United States government is 
one of the world forces operating for universal educa- 
tion. It is obvious from even a superficial study of 
the voluntary movements of recent decades that prog- 
ress is making toward the application of the idea of 
universal education, that is, toward the education of 
man irrespective of locality, nation or race. To this 
end the voluntary efforts of men eminent in philan- 
thropy, industry, or citizens of the world are the 
strongest elements, especially in the earlier stages of 
the work. 

1 Gives free education to 600 youth from New York State. 
24 



PROGRESS MADE, VOLUNTARYISM 

In citing the above-named instances of voluntary- 
ism in education it should be added that the list of 
benefactors to education, who have aided this cause 
locally or in a larger area, is long and growing. 
Others might readily be mentioned whose services 
in this connection have been as great, if not greater, 
than any here recorded. Besides, numerous examples 
appear where an individual without large pecuniary 
wealth has accomplished vast results. Thus Mary 
Lyon, the founder of Mt. Holyoke Seminary; John 
Pounds, the starter of ragged schools ; Robert Raikes, 
the promoter of Sunday Schools ; John R. Vincent, 
the originator of the Chautauqua movement ; Dwight 
L. Moody, the originator of the Northfield schools, 
and other men and women to whom education as a 
social, constructive force strongly appealed, and 
who had the genius to invent or marshall educational 
resources, have been potent factors in popular edu- 
cation. The services thus rendered have been so 
marked that many incline to the view that the great- 
est services are not those which money can supply 
or command, but of a higher and, what may be termed, 
a spiritual kind. 

Religious bodies or associations which draw their 
support from the churches and from the religious 
sentiment diffused throughout society fill a large 
place in the progress of education. How the reli- 
gious motive affects the cause of education is a sub- 
ject which opens a large field to which we need not 
here refer at length. Religion is placed by some 
thinkers under education as itself fundamentally an 

25 



WORLD EDUCATION 

educational force ; others set education under religion 
as one of its natural products.. Our aim is simply to 
show in brief the debt of modem education to religion. 
It may be said that religion, notably Christianity 
which is prevalent in the western world, is an 
intellectual as well as a moral and spiritual force 
from the fact that it has been the vehicle for the 
diffusion of a body of literature, the Bible, which 
itself is a generally accepted interpretation or mirror 
of human life; that it is the parent of the greatest 
ideas which the mind can grasp, as the idea of God, 
the universe, man as a cosmical being or a member of 
the universe. On the moral plane also religion is an 
efficient factor in education in the larger sense, for it 
influences character and conduct; invests human life 
from infancy to age with sacredness and dignity; 
and reveals with a force and beauty elsewhere un- 
equalled the ideas of human relationships, equality, 
duty, the value and frailty of life, the pathos and 
inevitableness of death. This it does with a sobriety 
and wisdom far removed from the extravagances with 
which these themes are sometimes treated elsewhere. 
It not only deals with humanity in the large, the 
families, nations, epochs of history, and has a univer- 
sal, world outlook, but invests the individual with 
remarkable interest, as though his life were a sacred 
place not to be lightly invaded or desecrated. It 
gives a status both to the high and the lowly, as 
the child, the stranger, the backward and the broken 
members of human society. It thus supplies educa- 



26 



PROGRESS MADE, VOLUNTARYISM 

tion with spirit, motive or method of approach, and 
furnishes suggestion, illustration and material. The 
view of man which it presents, his capacity for im- 
provement, its universal hospitality which is race in- 
clusive, its tenderness and insight which permit no 
outcast class, its sane and practical view of life which 
is favorable to the harmonization of needless social 
discord and conflict, show that religion fits itself to 
the individual as well as to the whole race. The past 
century and notably recent decades reveal the close 
connection of the purely voluntary and religious 
spirit and the general progress of education. This 
spirit has been a pioneer, incentive and reinforcement 
to state and national education. It holds a similar 
relation to international educational efforts as yet in 
their infancy, but is freer in its adaptation and 
mobility. The pervasive influence of religion as it 
affects society in institutions, work and government 
creates a favorable condition for educational effort 
whether local or universal. The schools planted and 
maintained by the religious bodies in the various 
countries aggregate a great number. Some statis- 
tics -^ are furnished to show what some religious 
bodies are doing for education in the United States 
and in other countries. These statements are 
incomplete, but suggestive of the great work con- 
ducted under religious auspices the world over, a 
work likely to increase in the future. 

An examination of the educational work of some 
leading religious bodies serves to show the possibili- 

^ See also church year books in Bibliography. 
27 



WORLD EDUCATION 

ties of a free, voluntary organization in the diffusion 
of educational opportunity. An interesting compila- 
tion appears in the report for 1909 of the United 
States Commissioner of Education, giving a list of 
universities, colleges and technological schools in the 
United States for men and for both sexes, and stating 
whence such institutions derive their support. It is 
indicative also of the large place which the religious 
denomination fills in American higher education. 
The total number of the above-named institutions is 
493, classified as follows : 

State (national, state, city, territorial) 88 

Non-sectarian 84 

Religious Denominations: 

Baptist 34 

Christian (Disciples) 14 

Congregational 13 

Lutheran 23 

Methodist 68 

Presbyterian 44 

Roman Catholic 54 

Other religious bodies 66 316 

Unclassified 5 

Total 493 

The Young Men's Christian Associations rest for 
their support chiefly on a group of Christian denom- 
inations (Protestant) and have educational centres at 
many of the world's chief cities as well as in minor 
communities. Such centres are numerous especially 
in Great Britian, Germany, the United States and 
Canada, but they are also found in many other parts 
of the world. 

A Summary of the Associations in all countries 
follows : 

28 



PROGRESS MADE, VOLUNTARYISM 



Country 


Number 
of asso- 
ciations 


Number 

of 
members 


Paid 

general 
secre- 
taries 


Buildings 
owned or 
occupied 
by Asso- 
ciations 


Value of 
buildings 

and 
grounds 


North America (includ- 
ing Mexico and West 
Indies) 

South America .... 

Europe 

Asia 

Africa 

Oceania 


i 2,017 

9 

6,723 

297 

21 

21 


498,146 

2,614 

353,734 

21,783 

3,393 
10,180 


1,079 

13 

279 

126 

8 

16 


698 

2 

607 

37 

4 

16 


$50,928,515 

160,000 

10,515,805 

1,044,000 

600,000 
1,054,655 


Totals . . , . 


8,090 


889,850 


1,521 


1,264 


$64,202,975 



In its educational work the Young Men's Christian 
Association seeks to improve both men and industry. 
It has 2,443 teachers instructing 52,247 employed 
men and boys, equal in number to nine Harvards 
or eighteen Yales. They study 140 subjects in com- 
mercial, industrial and technical lines. They pay 
$430,000 in tuition fees toward $661,000 annual 
expenses. In addition 18,000 others study in edu- 
cational clubs ; 430,000 others attend practical 
talks. 

The religious bodies constitute a factor in the 
movement under consideration. During the past 
century this influence has appeared in the training 
of teachers, the establishment of schools of all grades, 
including higher institutions, in the creation of pub- 
lic opinion which has made state and national edu- 
cation possible among western nations, and advanced 
education the world over. The voluntary character 
and the mobility of religious bodies are favorable 
elements for educational effort. The work to-day 

29 



WORLD EDUCATION 

conducted under their auspices is widely diffused. 
It comprises educational enterprises, which are of 
a high order in quality and centres of good influence 
in many countries, among the backward as well as 
the foremost peoples. Doubtless all these teaching 
forces will secure better organization and in conse- 
quence greater economy and efficiency. The religious 
body may thus come to a deeper consciousness that 
it is a world force in education. It is also possible 
that cooperation among religious bodies which have 
hitherto been isolated in educational effort may be 
recognized as necessary to the best results. A closer 
and more organic cooperation is beginning in the 
most populous of the oriental cities and at other 
world centres. It is unnecessary here to enlarge 
upon these phenomena in modern educational oppor- 
tunity. When the nature of religion and of edu- 
cation, conducted from a religious motive, are con- 
sidered, the future of the religious element of society 
in education is clearly destined to be noteworthy. 
Both religion and education are essentially diffusive 
in their nature. It may be found possible without 
the sacrifice of cherished convictions for religious 
leaders who differ in their faiths, as those of the 
Christian and non-Christian worlds, all claiming to 
serve the good of humanity, to unite in some areas 
of educational effort. Among these are the diminu- 
tion or removal of illiteracy so that all mankind 
may have access to the learning of the world, and 
the application of science to the world's work so 
that the lot of the workers of the world ma}'^ be 

30 



PROGRESS MADE, VOLUNTARYISM 

alleviated. Such cooperation^ if practicable, may 
lead also toward world betterment, an aim which 
commends itself to men of moral ideals the world 
over. 

Under the head of voluntaryism also may be noted 
numerous organizations of teachers and others more 
or less directly engaged in the work of education. 
These are commonly maintained without aid from 
government or wealthy donors. One of the most 
conspicuous examples of a great teachers' association 
is the National Education Association, which meets 
annually at some point in the United States. It has 
7000 permanent active members and annual income 
of about $40,000, derived mainly from small mem- 
bership fees. Its accumulated funds are $170,000, 
and its annual sessions extend over six days. In 
some years as many as 25,000 to 30,000 teachers 
have attended its annual sessions. The organization 
comprises eighteen different departments, which are 
independent societies with separate sessions, feder- 
ated in the general organization which holds a cer- 
tain number of general sessions during the annual 
meeting. The association has a permanent secre- 
tary, publishes annual proceedings, a volume of 
special value as indicating the educational conditions 
throughout the United States. Persons from ad- 
jacent countries, as Canada, are connected with the 
association, which probably represents the English- 
speaking teachers of North America as adequately 
as any existing association. The influence of this 
voluntary body is extensive, but other educational 

31 



WORLD EDUCATION 

bodies of great influence, more limited in membership, 
also hold important annual sessions and render nota- 
ble service to education. These embrace university, 
college, secondary school, state, county and other 
organizations of various kinds, including librarians' 
associations. In other countries important volun- 
tary educational bodies flourish. The British Asso- 
ciation for the Advancement of Science is a con- 
spicuous example. Its annual meeting, held in dif- 
ferent parts of the British Empire, brings together 
a large number of eminent men of science, and is 
one of the great annual events of the educational 
world. Its remarkable mobility is shown by the wide 
distribution of the places of annual meeting, as 
South Africa, in 1907; York, England, in 1908; 
Winnipeg, Manitoba, in 1909. The Ligue Beige de 
I'Enseignement and numerous other voluntary 
societies in different countries are an important 
element in national education. A closer relation 
among national societies by international cooper- 
ation seems probable, if not necessary and in- 
evitable. Various international associations already 
exist in the interest of special sciences. Inter- 
national education congresses and associations, as 
the International Association of Academies, have 
been noteworthy in the educational history of recent 
years. These facts point toward the better organ- 
ization of teachers and teachers' resources the world 
over for universal education. 

The federation on some just plan of the higher 
educational institutions of the world or their co- 

32 



PROGRESS MADE, VOLUNTARYISM 

operation for specific purposes related to the edu- 
cation of the world is suggested by co-temporary 
movements which bring these centres of education 
into closer relations. Among these are the exchange 
of university lecturers or professors, by which the 
services of eminent teachers from one university may 
be secured at other university centres. Already Eng- 
land, Scotland, Germany, France, Denmark, Scandi- 
navia, Italy, Japan, and the United States partici- 
pate in this form of educational interchange with 
mutual benefit. This international service of learned 
men is sustained by private endowment, government 
subsidy, or in other ways. The important sugges- 
tion is that the plan is capable of enlargement, and 
by appropriate support may make the higher learn- 
ing of the world contributory to the intellectual prog- 
ress of all nations.^ The relation of the teacher 
and education to world betterment and politics, to 
international peace, friendship and cooperation grows 
more apparent with the progress of the educational 
idea. 

Numerous other agencies, voluntary in the sense 
that they are without government support, exist 
upon which we maj not here enlarge. Among them 
are schools of correspondence, lyceums, museums, 
books, periodicals, libraries, the press, organizations 
of women, of labor, of boards of trade, of agriculture, 
of the older and newer professions, all of which, as 
their proceedings demonstrate, set more or less em- 



* Schuster, Arthur, International Science, S. I. R., 1906, pp. 
493-514. 



WORLD EDUCATION 

phasis on education. Business corporations also 
have in some cases established schools, technical in 
character, for the better development of their own 
work. The railways, mechanical, electrical and other 
establishments have achieved remarkable results in 
this connection. This is one of the results of new 
scientific discoveries, mechanical inventions, and the 
application of science to the world's work which have 
necessitated improved technical training and have 
produced new professions. The bearing of these 
enterprises on the training of human society is evi- 
dent, and the more remarkable because they spring 
not from government action but from voluntary 
initiative. 



34> 



CHAPTER V 

Progress Made, Government 

The commonwealth of mankind. 

Seneca. 
Education is the chief defence of nations. 

BXJRKE. 

The great problems of creation link all humanity together. 

Aethuk Schuster. 

THE place of government in education is so large 
that it will be impossible to furnish here an ade- 
quate statement of its work. It will suffice, however, 
to suggest some lines and areas of educational effort 
which government cultivates. The difficulty of classi- 
fying effort as emanating from governmental, pri- 
vate, voluntary or religious support or initiative is 
obvious to every student who seeks to trace the 
educational movement throughout a generation or 
longer period. For while these agencies are for- 
mally separate and independent, they naturally inter- 
penetrate one another, owing to the complicated 
nature of human society. Government, especially 
modern popular government, rests upon the will or 
voluntary support of the people and is affected by 
the religious, ethical, social and industrial ideals ; 
it is, in theory, the people organized for certain 
specific ends ; among these ends education has grown 
from slender beginnings to vast proportions. To 
exhibit the part of government in education from 

35 



WORLD EDUCATION 

the small civic unit to the state and nation and, fur- 
ther, the cooperation in a measure of different gov- 
ernments by international action is too large a mat- 
ter for our present limits. It is here necessary to 
compress statements so far as possible. 

One of the most interesting and common examples 
of government action in education is that of the 
smallest civic unit, to cite an illustration from New 
England, the town unit. Under town government the 
people, or the legal voters, assemble to act among 
other things upon the question of public education; 
to vote their appropriation to be devoted to the 
cost of buildings, supplies, teachers' salaries and 
other expenses, to deliberate on the kind of instruc- 
tion and other matters pertaining to the conduct 
of the schools. The scope of their action is limited 
by that of the state or larger civic unit, but much 
remains subject to town action. The value of these 
meetings of the people in the interest of education, 
as well as other functions of government, is obvious, 
for it brings home to every member of the local body 
politic the subject of education as a vital and funda- 
mental matter. It compels thought, discussion, ac- 
tion, and, what is one of the sovereign features of 
government, taxation. 

The city, especially the large city and preeminently 
the city of the first rank with a population of half a 
million or more, fills a great place in education. The 
city stands for a concentration of the population, 
wealth, talent and resources of an extensive area. 
Its magnitude is relatively greater than is generally 

86 



PROGRESS MADE, GOVERNMENT 

understood. New York City, for example, has a 
population (1910) of 4,113,043. This much ex- 
ceeds the population of any of the United States, 
except four, viz., Illinois, New York, Ohio, and Penn- 
sylvania. It is 1,109,363 above that of Massachu- 
setts, and 1,162,936 more than the aggregate of all 
the rest of New England. The property valuation 
of New York City is $7,416,838,299 — over seventy- 
five per cent of New York state, greater than any 
other state of the United States, and above the total 
valuation of New England. Boston in population 
exceeds New Hampshire, Vermont, or Rhode Island, 
and its valuation is greater than any New England 
state, except Massachusetts, and also exceeds the 
combined valuations of Maine, New Hampshire, Ver- 
mont and Rhode Island.^ 

Similar comparisons apply to all the great cities 
of the world. The movement of society toward cities 
during recent decades has been remarkable. It is 
illustrated in every modern country, especially where 
large industries and systems of transportation 
prevail. 

The great city makes a unique contribution to 
education in its local aspects and furnishes impor- 
tant suggestions for universal or world education. 
Its contribution touches, among other items: 

(a) The scope of education. The large numbers 
of urban youth, their varied needs, adult or supple- 
mentary instruction, the industrial conditions make 
a broad type of education imperative, and also lift 

1 World Almanac, N. Y., 1911. 
37 



WORLD EDUCATION 

the plane of education into the highest areas. Thus 
ordinary instruction comprises a wider field than in 
the smaller community and is subject to frequent 
revision and expansion. Higher education is repre- 
sented by the college, university, tecluiical schools of 
many kinds, schools of research and professions. In 
some cases these are supported by the city govern- 
ment; in other cases the general advantages of the 
city furnish the opportunity for the location of the 
advanced institution. 

(6) Equality of educational opportunity. The 
great city furnishes an illustration also of an im- 
portant principle in education, that of equality of 
opportunity. The mechanism of the city affords 
the means for the application of this principle more 
extensively than the small and scattered community, 
for the city has wealth, population, facilities of 
transportation, the intelligence and energy that 
usually accompany the foregoing conditions, and 
these favorable conditions exist in a small urban 
area. The drift toward cities in the last half-century 
is a world phenomenon and has an obvious bearing 
on universal education. Whatever the city has of 
educational advantage, maintained by public tax, is 
open to all youth equally according to the measure 
of their aptitude and ability. This principle which 
prevails in the city is worked out less readily in 
the small and scattered communities and nations 
where area and limited resources present difficulties. 
It is, however, essential to universal education and 
the tendency is toward its world-wide application. 

38 



PROGRESS MADE, GOVERNMENT 

(c) The great cities, especially those which have 
grown immensely during the past century, subsequent 
to the abolition or weakening of the feudal system 
and comparatively free immigration, afford also an 
example of international education. Many such cities 
are international in character, possessing large 
groups of foreign peoples undergoing the process 
of assimilation, and in addition certain dominant 
and numerically superior native elements. Boston, 
for example, has in its population (Massachusetts 
Census, 1905) 885,633 native born, 209,747 foreign 
born. The latter represent most of the countries 
of Europe and to a less degree South America and 
Asia; also a considerable element of the negro race. 
New York City has (1909) 37 per cent of foreign 
born ; Philadelphia, 22.8 per cent ; Chicago, 34.5 per 
cent. 

An examination into the composition of other 
great cities reveals similar conditions, with more 
or less variations. The application of an educa- 
tional system to the children of different nationalities, 
gathered in one civic society, is a striking example 
of the possibilities of international education, and 
suggestive of a still wider application of the same 
idea to all nations by some wise and adaptive educa- 
tional system; that is, the great city teaches, among 
other educational lessons, the practicability and ne- 
cessity of universal or world education. This prin- 
ciple is not new, for science, literature, music, art, 
mechanics, invention, government, ethics, religion, all 
features and possessions of civilization, are interna- 

39 



WORLD EDUCATION 

tional in origin and development. They belong not 
to a part of the planet, but to the whole ; not to one 
or few nations, but to the human race. 

Passing from the great city to the State as it 
exists in a federated government, like the United 
States of America, certain state educational functions 
appear. The State is the guardian of the educational 
privileges of its people. Under State law the scope 
and kind of instruction are specified, educational tax- 
ation is arranged, supervision within appropriate 
limits is established. In addition, the State directly 
participates in education by the founding of schools, 
especially higher and technical institutions, by grants 
of funds to schools, and in various other ways ad- 
vances education within its borders. It may also 
be said that many departments of the State in a 
general sense promote education by investigations, 
experiments, publications and other services which 
are in the line of research or of the diffusion of 
knowledge. A democratic state is itself an educa- 
tional agency, and the conduct of government under 
a democracy from the simple local functions to the 
highest national action is conceded to be one of the 
most pervasive educational forces of society. 

The nation also has its place in popular education. 
Every student of government recognizes the intimate 
connection between popular education and national 
welfare and efficiency. The United States of America 
has established a bureau of education, whose reports 
furnish information as to the educational work in 
all parts of its territory. They also give a broad 

40 



PROGRESS MADE, GOVERNMENT 

world outlook on the work of education as conducted 
by other leading nations. Besides other departments 
of the government, notably that of agriculture, pur- 
sue special lines of inquiry and research, and by 
publications, and otherwise, give wide diffusion of 
knowledge. 

National legislation has rendered important serv- 
ice to education. One of the historic educational 
laws in the United States is that named the Morrill 
Act, which established what are termed " the land 
grant " colleges, one in each state. These colleges 
have furnished free instruction in technological, agri- 
cultural and domestic science lines, and have produced 
noteworthy results throughout the nation. Other 
legislation, enacted or prospective, indicates that the 
nation has a large place to fill in the education of 
its people. As the state tends to level up the in- 
equalities among its richer and poorer towns and 
cities, so the nation is likely to serve as an equalizer 
of educational advantages among its richer and 
poorer states and territories. National educational 
laws to teach the application of science and me- 
chanics to the work of the people, to advance civic 
and liberal learning throughout the nation, are among 
the most effective aids to popular education. For 
obvious reasons, a wise educational law is in itself 
a far-reaching and pervasive influence. It expresses, 
forms and records public opinion, and may mark a 
new era in educational progress. The resources of a 
people stand back of its educational system and 
furnish a mine of support sometimes misused or par- 

41 



WORLD EDUCATION 

tially wasted, but which, if administered with wis- 
dom and economy, benefits the whole people and 
safeguards the national future. 

Some remarkable examples of national work in 
education appear in the territories of the United 
States, before they are admitted to statehood, and 
in new possessions, as Porto Rico, Hawaii, the Philip- 
pines ; also in Cuba, for a time under control of 
the United States. In the latter cases a general 
system of education was devised and established with 
a celerity which in former generations would have 
been impossible. It may be granted that these sys- 
tems, imposed upon alien races, must have their de- 
fects and require careful revision and administration, 
but it remains that the establishment of such systems 
is a remarkable event illustrating large educational 
possibilities, the transference of educational power, 
international or universal education. 

The establishment of libraries, museums, schools 
of special kinds, bulletins, reports and other publica- 
tions of value; participation with other nations in 
educational enterprises which naturally require inter- 
national action are familiar examples of the nation 
as a factor in education. 

The postal system of a nation has many and varied 
uses, and its service to education does not receive 
due recognition. One of its aims is the diffusion of 
intelligence. In general, facility of intercommuni- 
cation is in itself an educational factor, but the 
special and moderate cost at which newspapers and 
periodicals have mail carriage has aided the spread 

42 



PROGRESS MADE, GOVERNMENT 

of knowledge by the periodical press, which without 
a favorable postal system would have been impos- 
sible. The further improvement of the postal system 
to embrace a book or library post is expected. It 
will make practicable a national library system, 
which, if extended to the postal union, assures the 
universal library whereby the reader in any part 
of the world shall have access to the world library 
wealth. 

Government, since the rise of state and national 
education, ranks among the leading agents in educa- 
tion, and in some respects the first. An examination 
into the annual reports of a single nation, showing 
the scope and the magnitude of its educational func- 
tion from its smallest unit to its largest institutions, 
reveals the vast number of persons under training, 
the great expenditure of public wealth involved, and 
the extensive character of the training provided. 

The United States of America (exclusive of de- 
pendencies) for example, has in its common schools 
(elementary and high schools) maintained by pub- 
lic funds, 17,061,962 ^ pupils, or 19.62 per cent of 
the total population ; 496,612 teachers ; annual ex- 
penditure of $371,344,410 (1907-8). Great Britain 
and Ireland have in their elementary schools 7,094,- 
414 pupils; France, 5,506,882; Germany, 10,224,- 
125 ; Argentina, 543,881 ; Japan, 5,348,213 ; Aus- 
tralasia, 784,008. World statistics present similar 
conditions in all progressive nations. The educa- 
tional enterprises of the nations which conduct sys- 

1 U. S. Com. E. R., 1908, Vol. 2, pp. 601-5, Washington, D. C. 
43 



WORLD EDUCATION 

terns of public education show to what proportions 
education under public auspices and maintained by 
public funds has grown. The vastness of the work 
has in itself certain marked perils, against which 
civic society must be perpetually on its guard. 
Perils of extravagance, wastefulness, neglect of the 
individual in claiming to care for the mass of so- 
ciety, a delusive conviction that the size of the work 
may of itself have peculiar value, an arrogance toward 
other and voluntary agencies in the field, the tempta- 
tion to a narrow, unethical conception of state edu- 
cation are among the defects which sometimes ap- 
pear and require correction. It still remains that 
education under government control in its magnitude 
is one of the phenomena and marvels of the world. 

The transition from national to international 
action for education is not so long or difficult a pro- 
cess as is commonly supposed. The leading nations 
in the conduct of their educational work are deeply 
influenced to-day by international motives. A vol- 
ume recently issued to emphasize the need of sec- 
ondary education in Great Britain pursues a 
comparative study of that educational area as 
it appears in three other leading nations, viz., Ger- 
many, France, and the United States.-^ The argument 
urges a British national educational policy based on 
international considerations. Commercial education, 
as conducted in Germany, contemplates not merely 
the improvement of domestic commerce, but the necesT 

1 Ware, Fabian, Educational Foundations of Trade and Industry, 
N. Y., 1901. 

44 



PROGRESS MADE, GOVERNMENT 

sity of training German youth to take part in the 
commerce of the world. Thus, to cite merely the 
language item, in the program of the German school 
of commerce, the languages of nations with which 
Germany cultivates commercial relations, as English, 
French, Russian, and others, are part of the scheme 
of instruction. Italy has undertaken an educational 
plan to train its people, where necessary, to be in- 
telligent emigrants by furnishing instruction relative 
to countries desirable for the Italian emigrant, and 
knowledge useful and necessary for the prospective 
emigrant. In these and similar efforts it is evident 
leading nations are passing into a general policy 
of education where the national idea merges into a 
world idea. Thus a larger conception of education 
is fixed in national thought, which looks toward a 
new period of educational extension where it tran- 
scends national limitations and becomes universal, 
or world-wide. 

The magnitude and variety of the educational 
work of the leading national governments, and the 
governmental cooperation of nations in certain 
functions which affect not one, but all countries, are 
indicative of a new attitude toward education as a 
constructive world force. Among examples of such 
international educational effort may be cited the 
International Chamber of Agriculture, with head- 
quarters at Rome, Italy; the Bureau of American 
Republics, with headquarters at Washington, D. C. ; 
the Postal Union, with headquarters at Berne, 
Switzerland; international expositions conducted 

45 



WORLD EDUCATION 

under the auspices and cooperation of various 
governments. 

The conditions, enumerated in this chapter, and 
the growth of ideals which affect all human interests, 
indicate the progress made toward universal or world 
education by society organized in government, and 
suggest its further development in the future. 



46 



* CHAPTER VI 

Reasons for Government Promotion of 
Education 

Puerilis institutio mundi renovatio est; haec gymnasia Dei castra 
sunt, hie bonorum omnium semina latent. Video solum fundamen- 
tumque reipublicae quod multi non videant interpositu terrae. 

Sacchini. 

The Commonwealth requires the education of the people as the 
safeguard of liberty and order. 

Inscription, Boston Public Librahy. 

rilHE more important reasons for the participation 
■*■ of government in education may be briefly stated, 
(a) The police theory. The theory of govern- 
ment termed the police theory, which regards gov- 
ernment as instituted for the protection of person 
and property, is one basis for the establishment of 
a good public educational system. Ignorance and 
personal and social inefficiency are a menace to all 
good government. The cultivation and diffusion of 
intelligence and virtue are essential to a sound social 
and civic state, and the foundation of stable and just 
government. This argument for public education 
was early recognized and is now generally conceded. 
Differences of opinion exist as to the extent to which 
the government should go in supplying educational 
advantages, but these differences do not lessen the 
conviction upon which free public education rests. 

47 



WORLD EDUCATION 

Such education should reach every member of the 
body poHtic, especially the youth, so that the whole 
people may have suitable training. State and na- 
tional education are the chief agents to meet these 
issues. While other agencies, private, religious, cor- 
porate, are valuable factors in the training of the 
people, the state and nation alone have the authority 
and resources requisite in this connection to reach 
the whole people. This argument has worked its 
way to public acceptance. All objections rest on 
subordinate issues, which the civic wisdom of the 
people will doubtless adjust. 

(6) The constructive body politic. The police 
theory of government is conceded to be important, 
but it alone is partial and inadequate. The indi- 
vidual member of the civic society must be kept in 
order and prevented from doing injury to others, 
but he must also do his part in maintaining and im- 
proving the civic body. The constructive as well as 
the preventive and protective ideas are united in 
a wise scheme of universal public training. If a 
fairer and better civic fabric is to be built up, all 
must be fitted to contribute their share to the result. 
Hereupon rests the wisdom not only of a general 
educational scheme to reach the body of society, but 
of provision for higher education, even the highest, 
in order not only that all men may have oppor- 
tunity, but that the ablest and exceptional members 
of society may be trained to the level of their powers. 
Society requires both the service of the body of the 
people whose personal resources are ordinary, and 

48 



PROMOTION OF EDUCATION 

that of men of genius in science, art, mechanics, litera- 
ture, and other areas of knowledge and attainment. 
The constructive idea in education opens new areas 
of opportunity and aspiration to mankind, and also 
tends to lessen the. emphasis formerly attached to 
the police argument for popular education. 

(c) The economic idea. Professor Thomas Henry 
Huxley, advocating the scientific training of English 
youth, said : " I weigh my words when I say that if 
the nation could purchase a potential Watt or Davy 
or Faraday at the cost of a hundred thousand pounds 
down he would be dirt cheap for the money. It is 
a mere commonplace and every-day piece of knowl- 
edge, that what these three men did has produced 
untold millions of wealth in the narrowest economical 
sense of the word." A new emphasis is now placed 
on the economic side of the material resources of 
society. This arises from various causes. The ne- 
cessity for a reasonable maximum of result for a 
minimum of outlay touches modern life at every 
point, personal, social, corporate, governmental. The 
waste of public wealth, of national resources, the 
folly of the reckless rich and poor in expenditures, 
the frequent misplacement of resources designed for 
charity, education, and religion have been set forth 
by the political and social economist. Science has 
shown also how waste products may be utilized ; 
how by-products may sometimes be as valuable as 
the direct products of industry. This comparatively 
new point of view affects the argument for public 
education. It lays fresh emphasis on the necessity 

49 



WORLD EDUCATION 

of universal education and forces the idea of adap- 
tiveness and discrimination into a public system 
which otherwise becomes monotonous, mechanical, 
and repressive. It claims that every human being 
has potential value, and it is the business of society 
to search out and utilize that value which might 
otherwise lie latent. As civic society becomes more 
conscious of its powers, it aims to bring each mem- 
ber to himself, to a consciousness of his powers, as 
an essential part of the public wealth. Its instru- 
ment in this procedure is chiefly educational. 

(d) The corporate idea. The argument for pub- 
lic education has been well stated by Horace Mann ^ 
as resting on the corporate idea of societ3^ Society, 
if well organized, is a perpetual corporation, one 
commonwealth, extending from generation to genera- 
tion. It is the duty and interest of society to guard 
its members, for in so doing it guards itself, and 
by neglecting this duty, society itself is to a greater 
or less degree exposed to loss and peril. Public edu- 
cation in its aim to bring a member of society by 
appropriate training and development to his best 
estate adds to the corporate wealth and well-being of 
the whole. This argument presses the cause of edu- 
cation close to the whole social body. It is not a 
benefaction of wealth, nor a necessity of the poor, 
nor a requirement of a social, industrial, or other 
class or stratum, but a concern of the body politic 
as a perpetual corporation, or commonwealth. 

^ Mann, Horace, The Ground of the Free School System, Old 
South Leaflets, No. 109, Boston. 

50 



CHAPTER VII 

Favorable Conditions 

It is for man to tame the chaos; on every side to scatter the seeds 
of science and of song, that climate, corn, animals, men, may be 
milder, and the germs of love and benefit may be multiplied. 

Emerson. 

THE recognition of the idea of universal education 
as applicable to all peoples in all parts of the 
earth is probably very general, and at this time 
awakens little or no serious objection or opposition. 
Differences of opinion may appear among educational 
leaders and also among statesmen, men of affairs, and 
other influential elements in the various nations as 
to subordinate questions which are of importance 
but capable of reasonable adjustment. Such issues 
touch the scope and kind of education requisite in 
different countries and among different races. What 
is a natural and effective type of training for back- 
ward nations, as well as for advanced nations.? Do 
the same classes appear in considering the whole 
human race educationally as appear in a smaller area 
of humanity, that is, are there normal and abnormal 
types, forward, backward, defective, degenerate 
groups, to be expected in working out the education 
of the whole race? Will the educational experience 
of the most civilized nations, accumulated slowly and 
throughout a long period, furnish some fixed and 

51 



WORLD EDUCATION 

satisfactory lines of approach to the world problem 
of education, or may that experience mislead and 
prove more or less obstructive? Is there a demand 
for caution, patience, sympathy, insight, investiga- 
tion, and careful administration as human society, 
utilizing what wisdom it may have, addresses itself 
to the new issues of the training of the human race? 
It is evident that many questions as well as numer- 
ous details start up in this connection, but this is 
simply a repetition in the main and in different forms 
of the questions of the past and of the issues which 
in every progressive nation confront each genera- 
tion. The general conditions of civilized nations and 
of the world are believed to be favorable for a more 
concerted and common movement for universal edu- 
cation. Some of these are here enumerated. 

The material conditions. Among these we note 
roads. Some thinkers have set emphasis upon the 
road as a factor in human progress. Horace 
Bushnell, one of the ablest of American religious 
thinkers, has a sermon on " The Day of Roads," ^ 
in which he shows the intimate connection between 
the road and civilization, that the great nations have 
been great road builders. The history of roads 
which traces the transition from the jungle to the 
trail, and ultimately to the firm highway, is inter- 
woven with the social progress of mankind. In the 
larger sense the present is an age of roads. This 
statement does not lessen our appreciation of the 
achievements in road building of earlier periods, 

^ Bushnell, Horace, The Day of Roads, Hartford, Conn., 1846. 
52 



FAVORABLE CONDITIONS 

notably those of the Roman Empire by which all 
parts of the ancient world were connected with the 
capital, Rome, by a network of great public high- 
ways. The multiplication of common roads is a 
phenomenon of civilized life. Still further, the appli- 
cation of steam power, the better working of iron 
and steel, the mechanical inventions have made the 
railroad the modern highway. The railroads have 
increased in number, have developed into systems, 
have crossed rivers by bridges, have pierced moun- 
tains by tunnels, have traversed continents, and to- 
day belt the globe with bands of steel, supplementing 
the railroad where land fails by the modern steam- 
ship route, which is another form of road across the 
oceans. Enterprises of this nature surpass in magni- 
tude and number the anticipations of leaders of 
former generations in land and ocean transportation. 
Of the six continents of the earth, North America 
and Europe are traversed by several railway routes ; 
Asia has one ; South America, Africa and Australia 
in the near future may have each a through railway 
route to serve as the base line of many systems. 
The expansion of local common roads, railroads and 
electric roads has proceeded by leaps and bounds. 
In some sections of the world nearly or quite all of 
the population has immediate connection with the 
steam or electric road service, both of which reach 
the whole population in many cities of the world and 
their environs. This conquest of the land, partly 
achieved and still progressing, is supplemented by 
the conquest of the ocean. With the exception of 

53 



WORLD EDUCATION 

the North and South polar regions, the waters of 
the earth have been explored, mapped, routes of pas- 
sage traced, and regular Imes of ocean travel 
established. 

In addition, other means of intercommunication 
have been devised. Chief among these are the tele- 
graph and the telephone. Our familiarity with these 
factors in the co-temporary life of the world some- 
what dulls our sense of their utility and value. They 
bind together the world in an organism so compact 
and sensitive that each part is in touch with all parts. 
The functions of this improved or rather wholly new 
mechanism of intercommunication appears in the 
daily press which records the life of the world in 
its activities and in its bright and tragic features, 
and makes each reader a citizen of the world, a cos- 
mopolitan. The British war office touches with tele- 
graphic finger every part of the empire. Were this 
possible in 1814 the battle of New Orleans with its 
loss of life and property would not have taken place. 
That battle occurred after the signing of the treaty 
of peace,^ but the methods of bearing news then ex- 
isting were slow, and the opposing armies were un- 
aware that their battle was wholly needless. A disas- 
ter occurs on a steamer in mid-ocean. The wireless 
telegraph summons quick relief. The bearing of 
these means of swift intercourse on world education 
is evident. 

Another material and favorable condition is the 

1 Treaty of Ghent executed Dec. 24, 1814; battle of New Orleans, 
Jan. 8, 1815. 

54 



FAVORABLE CONDITIONS 

postal system, already referred to, which is co-termi- 
nous with each nation and reaches by the postal 
union all parts of the world. This puts each indi- 
vidual in touch with all mankind and lends itself 
to innumerable uses. We leave this part of the sub- 
ject with a quotation from Campbell:^ "Facilities 
for intercommunication take from human life its iso- 
lation, and bind the race together in one family. 
Transcontinental railways, ocean steamship lines, 
submarine cables, international postal systems 
strengthen the old and create new human ties. The 
social organism, the moral and spiritual unity of the 
race become more than the dream of poet or prophet. 
The postman thus ranks among the social reformers. 
As he passes over land and sea, knowledge, commerce, 
charity, friendship, brotherhood go with him. He 
blazes a path through the wilderness and bears the 
torch of a better civilization over the earth." 

When the present condition of human society 
throughout the habitable globe is examined, the ma- 
terial side or the mechanism of society, which has 
become more conspicuous since the civilization of 
steam and electricity, presents itself as a favorable 
factor in the campaign for world education. What 
has been accomplished by railway management or 
by railway cooperation with educational forces is 
prophetic of greater things in the future. The policy 
of systems of transportation has become more co- 
operative with the areas of country and the popula- 
tions they serve. A recognition of the fact that 

^ Scott, W., A Cheap Library Post, p. 1, Cambridge, Mass., 1901. 
55 



WORLD EDUCATION 

with the growth of a country in population, contact 
with the benefits of civilization, and contentment, the 
welfare of the great corporations is also promoted, 
has grown in recent decades. By railway cooperation 
the teacher, lecturer, learner may be conveyed from 
point to point, movable libraries, museums, schools 
may be transported here and there; cities and na- 
tions may exchange exhibits ; universal expositions, 
reduced in bulk, carefully selected and typical in 
details, may pass from one part of the world to 
another. An enlightened policy which shall utilize 
the world's land and ocean transportation systems 
to promote the education of human society is likely 
to be developed more and more in the future. Thus 
the material forces of civilization may contribute to 
the higher intellectual and spiritual civilization of 
mankind. 

One further favorable material condition may be 
noted in the tendency to larger units of administra- 
tion in public affairs, in the general interests of the 
community, and in the world's work. The business 
corporation with limited liabilities is a little more 
than half a century old in English law, but so swift 
and vast has been the growth of corporations that 
the nation alone seems competent to supervise and 
control some of these giant combinations to prevent 
abuses, and in some cases international control may 
become necessary. In movements for reform, charity, 
public health and protection, safeguarding against 
the propagation of disease, insect pests, the reclama- 
tion of waste land areas and other public issues, the 

56 



FAVORABLE CONDITIONS 

necessity of a larger grasp of the situation is met 
by correspondingly great organized agencies. The 
same condition and similar results are apparent in 
local and worldwide enterprises. The provision for 
education on the side of expense and administration 
is subject to the laws of procedure elsewhere de- 
veloped. The small civic unit, termed in some sec- 
tions the school district or town, has been affected 
by or has merged into the town group, county, city; 
or has been reinforced by state cooperation; or in 
national legislation, enacted or prospective, is sup- 
plemented by national aid. The tendency toward 
a larger unit as a basis of support is phenomenal, 
and points to a world unit, to international co- 
operation on sound and wise plans to promote 
education. 

The ideals of society are another favorable ele- 
ment in the movement toward universal education. 
It would be foreign to our present purpose to seek 
to trace the origin and growth of popular ideals, 
but their pervasive influence is one of the noteworthy 
elements in human society. These ideals produce, 
shape or modify public action, customs, institutions, 
laws, constitutions. Nowhere is this influence more 
clear than in the history of education. High and 
lower motives or ideals have combined to set forward 
the cause of popular education. Selfish and pru- 
dential reasons both alike dictate such a course; 
altruism, existent in every age and growing in the 
present age to more commanding influence, espouses 
this cause; state and national policy recognize its 

57 



WORLD EDUCATION 

insistent claim ; the conceptions of the rights of man 
to equal justice, privilege, and opportunity; the 
worth and dignity of human nature which transcends 
the pride of wealth, family or race; the influence 
of the masses of society by the weight of numbers, 
growing intelligence and consciousness of power; 
many elements, originating from various sources as 
religion, labor, science, experience, history, are 
wrought into high ideals which will not down, but 
which find expression gradually or swiftly in human 
society. These ideals constitute one of the most 
favorable conditions for universal education. 

The economic side of civilized life, already referred 
to in its relation to national education, affects human 
society as a whole, and is also a factor in universal 
education. The development of civilization has a 
material element as an important and essential factor. 
It involves the product of labor, the distribution of 
the wealth thus created, and its right use for per- 
sonal and collective ends. Many of the conflicts 
of nations, both internal and external, spring from 
this source, a cause which has not had due con- 
sideration by the historian and statesman, and still 
less by society generally. 

The economic tendency is growing stronger among 
leading modern nations for many reasons. The 
necessity of conserving the natural resources of a 
country, its mines, forests, soil, and other material 
advantages is generally felt. These forms of natural 
wealth should benefit the future race as well as the 
current generation, but they have been often grossly 

58 



FAVORABLE CONDITIONS 

abused and wasted. The growth of scientific knowl- 
edge and habit teaches the utihzation of waste prod- 
ucts and by-products, is both possible and necessary, 
and leads to greater economy and productive power. 
The extravagance and waste which tend to increase 
in the sphere of man's relations, in personal cost of 
living, in families, in government, in taxation, point 
to the wisdom of economy. Such a result cannot fail 
to make life simpler and to lift life to a higher and 
more rational plane. The extravagance of reckless 
wealth, the more moderate misuse of earnings by the 
body of society, and the unthrift of poverty necessi- 
tate a saner view of the productive functions of 
society. 

This economic pressure cannot end with the ma- 
terial setting of human society, but must go forward 
to reckon in a broad fashion with man himself. How 
to secure a maximum of benefit from each human 
life, how to bring every human being to his best, 
and in consequence all human groups, whether small 
like the family or local community, or large as the 
nation or the whole race, are questions which lift 
themselves to a commanding place in connection with 
the present age and the destiny of man. They all 
point in the direction of education wisely conceived, 
well administered and universal. 

The corporate idea of human society, formerly 
referred to, gains strength from the striking ex- 
amples of corporate power in the recent history of 
the business world. That power has grown to tre- 
mendous bulk. It may command the markets of a 

59 



WORLD EDUCATION 

nation and affect the traffic of the world for good or 
ill. The capitalization and ramifications of many 
industries handling common necessities as sugar, 
meat, oil, steel, and the like, are phenomena of 
modern society. The control of great highway sys- 
tems, the railway systems, which are essential to 
the daily life of colossal cities and vast areas, are 
striking examples of the achievements and power of 
gigantic corporations. The ability to combine vast 
capital and the corporate experience in the adminis- 
tration of great enterprises reveal the power of world 
capital to aid in financing and administering world 
education. It has not escaped the attention of 
thinkers that the corporate idea is as applicable 
to humanity as to any of the objects or interests 
where its operations have been for various reasons 
forced upon the attention of civilized nations. The 
human race constitute a corporation whose interests 
are held in common and are to a remarkable degree 
identical. The social organism is co-terminous with 
the race and with the habitable earth. No harm can 
befall one member which does not in some way, subtle 
and perhaps untraceable, affect all members. Let a 
little child be wronged in a remote corner of the 
globe, behold, all childhood is wronged and humanity 
suffers; degrade a defenceless woman anywhere, all 
womanhood is degraded. The solidarity of human 
society is revealed in its blessings and disasters. This 
is no new truth but one enforced by the world's 
best thinkers in ethics and religion. Here, too, a 
new sanction is discovered for the expansion of edu- 

60 



FAVORABLE CONDITIONS 

cation until it reaches every member of the human 
race. With the growth of intelHgence the plane of 
life is lifted and the path of progress grows clearer. 
Things, impossible in one generation, become easy 
of attainment in a more enlightened age. G. W. 
Liebnitz said : " Give me for a few years the direction 
of education and I agree to transform the world." 
The menace of ignorance is lifted from the nations, 
and national or race prejudice and distrust yield to 
mutual respect, friendship, peace. The world learns 
cooperation for the welfare of the human family. 
The teacher or the educative process assumes a right- 
ful place in world politics and policies. 

The number and extent of great private fortunes, 
already considered, is also a favorable element in 
world education. Such fortunes exceed in value the 
property of many of the smaller cities and states, 
taken separately, and give to the private capitalist 
or group of capitalists an opportunity to advance the 
education of the entire human race. The disposition 
of makers and inheritors of great fortunes in many 
cases to utilize this opportunity is evident each year 
from the benefactions made to education and philan- 
thropy. The individual who is an international man 
or a world citizen with the power and inclination to 
advance the education of the human race by a bene- 
faction of $100,000,000 may not appear; certainly 
such a combination of resources, purpose and out- 
look has as yet not appeared in one personality. 
A group of men, however, by combined effort may 
take up and successfully inaugurate a work of this 

61 



WORLD EDUCATION 

nature. The records of the world's business furnish 
many examples of corporate resources in excess of 
the amount above named as initiatory capital for a 
voluntary association to promote universal education. 
The Canadian Pacific Railroad has total assets, 
$459,318,424; the Union Pacific Railroad and aux- 
iliary companies, $365,225,500; the United States 
Steel Corporation, $868,583,600; the Standard Oil 
Company, $600,000,000 assets; Armour & Com- 
pany, $124,826,039! Numerous business combina- 
tions show equal or greater assets.^ 

To institute a corporate scheme of men of wealth 
of one or more nations, or of the world's great 
capitalists, judging from the temper of the age, 
might prove less difficult than the combinations or 
reorganizations of capital frequently effected by 
leaders in the financial world. Let one or a small 
group of such leaders espouse this cause, patiently 
work through the problem of placing the movement 
on a sound financial basis, and it is possible, if not 
probable, that, when well planned, many men of 
wealth, broad human sympathy and forecast, will 
vigorously cooperate. Here, too, is one of the great, 
perhaps the greatest, utility of private wealth and 
economic power, to lay good foundations for a better 
social order by the promotion and organization of 
the intelligence of mankind. With progress at this 
point, the general betterment of the world is for- 
warded. Minor causes, frequently too isolated, look- 
ing to human welfare, become parts of a larger 

1 Moody Manual Service, N. Y., 1910. 
62 



FAVORABLE CONDITIONS 

scheme and are most effectively advanced by the 
diffusion of intelligence, productive power, and vir- 
tue involved in right education. 

Other forms of voluntary effort, and the place of 
the state, nation, and national groups, which may 
be expansive to embrace the family of nations and 
which are contributory to education, have been dis- 
cussed in former pages. 

The favorable conditions to which attention is di- 
rected in this and earlier chapters point unmistakably 
to the education of man as a member of world society, 
to a world unit in education. 



63 



CHAPTER VIII 

Lines of Approach, Illustrations 

The Egyptian and the Chaldean created the ideals of valorous 
and pleasure-loving men; China, Persia and Judaea, of self-denying 
and austere men; India of the rationally conscientious man, who in 
Hindustan is contemplative and compassionate; in Japan, sensitive; 
in Greece, appreciative of every form of truth and beauty; in Rome, 
constructive; and in the farther and later West, scientific, — in 
England individualized, in France socialized, and in America, where 
West again becomes East, universalized. 

F. H. GiDDINGS. 

Ich bin fest ueberzeugt, dass durch das einheitliche Zusammen- 
wirken von einigen hervorragenden Geistern der civilisierten Welt, 
diese vielleicht unueberwindlich scheinende Aufgabe geloest werden 
kann und damit fuer die ganze Welt eine neue bessere Aera beginnen 
wird. Fbanz Kemeny. 

T T is the aim of this chapter to submit some illus- 
-*■ trations which may show the effective nature of 
the various agencies cited in the foregoing discussion 
to advance education as a local enterprise and as 
a fundamental concern of state and nation. These 
illustrations in some cases will point directly to edu- 
cation also as a world process which tends to become 
universal, and a chief interest of the whole human 
race. No attempt to gather more than a few illus- 
trations is proposed, for the reader may readily sup- 
ply additional examples. 

In seeking to trace the lines on which a world 
campaign for education may proceed we may fol- 

64 



LINES OF APPROACH, ILLUSTRATIONS 

low the direction of the discussion in the foregoing 
chapters. The agents in the campaign are in gen- 
eral the same as those now engaged in the main- 
tenance, improvement, and diffusion of education. 
The work proposed is simply the expansion of work 
now carried on over a considerable portion of the 
world until with wise modifications it becomes co- 
terminous with the whole race. In the extension 
of this work many questions confront society upon 
which we need not linger, because they are similar 
to those met in the present conduct of education. 
The educational experience of mankind will aid in 
the solution of these questions, and ingenuity and 
resourcefulness will insure later progress. 

The sphere of individual influence may be exem- 
plified first because the individual is the simplest 
human unit, freest to move and to act in any de- 
sired direction. Individuals are numerous who have 
aided education in a small locality, as a town ; many 
also have given notable reinforcement to education 
in a larger community, as a city; a smaller num- 
ber have contributed to strengthen the work of the 
state in education ; a still smaller list of benefactors 
have aided a group of states or a nation; the num- 
ber, as yet, of those who have undertaken to pro- 
mote education as an international issue for all 
mankind constitute the smallest group. That is, 
international men or citizens of the world are less 
numerous than local or national men. 

We cite some examples of benefactions or other 
services to education by individuals to show how 

65 



WORLD EDUCATION 

this element may be related to the small community 
and may expand until it reaches a world area. It 
is necessary to limit ourselves to few examples, but 
the list might be indefinitely enlarged. 

The power exerted by a single individual is ex- 
emplified in past history to a remarkable degree. 
Emerson says, " All history resolves itself very easily 
into the biography of a few stout and earnest per- 
sons." The function of great men is noteworthy, 
whether regarded as the product or formative influ- 
ence of their age. The long stretch of influence of 
Caesar is illustrated in his own time, in the history 
of the Roman Empire; and in the term applied to 
the sovereigns of two great modern nations, the 
Kaiser and the Czar of the present age. The influ- 
ence of great personages is manifest in war, govern- 
ment, industry, invention, literature, science, music, 
art and in other fields of human achievement. This 
influence is shown in a marked degree in connection 
with the development of education and the expansion 
of educational opportunity. 

In connection with a small area, as a town, the 
family of the Hon. Hiram A. Tuttle erected and 
gave to the town of Pittsfield, New Hampshire, 
U. S. A., a beautiful elementary school building in 
1910, costing $15,000, as a memorial of a daughter 
who was a native of the toMTi. This is an example 
of a large class of gifts to local education under 
public or private management. 

A noteworthy instance of benefactions to a city 
is found in the case of Mr. Andrew Carnegie 

66 



LINES OF APPROACH, ILLUSTRATIONS 

(1837- ) and the city of Pittsburg and vicinity 
in Pennsylvania, U. S. A. These benefactions ex- 
ceed $21,375,000, and are as follows: Libraries, 
$6,725,000; Art Gallery, $2,700,000 (with annual 
endowment of $50,000) ; Technical Schools, $9,000,- 
000; Research and Miscellaneous Uses, $2,900,000. 

What is known as the " Macdonald Movement " 
in Canada is an illustration of a benefaction which 
reaches a wide area by a varied and effective service. 
Sir William Macdonald of Montreal, Canada, has 
given above $5,500,000, which has been invested as 
follows : Educational endo;wments ; buildings and 
law school at McGill University ; Macdonald College, 
which includes schools of agriculture and household 
science; and a school for teacher training; rural 
education to improve small country schools by secur- 
ing manual training centres, school gardens, study of 
seed grains, consolidated rural schools, etc.^ 

A donation whose operation is as wide as the na- 
tion is exemplified in the benefactions of Mr. John 
D. Rockfeller (1839- ) who in 1903 and later 

gave $42,000,000 to establish and maintain The 
General Education Board. The purpose of the 
Board, as stated in its charter, is " the promotion of 
education within the United States of America with- 
out distinction of race, sex or creed." In its present 
administration three principal objects are promoted, 
viz. : the increase of endowments for higher education, 
the advancement of secondary education, and the 

^ Report of Committee on Agriculture and Colonization, pp. 183- 
206, Ottawa, Canada, 1907. 

67 



WORLD EDUCATION 

maintenance of demonstration farms in the southern 
states. Its aim, however, is so broad and compre- 
hensive as to admit a vast variety of educational 
service.^ 

The Rhodes Scholarship Trust is to a limited ex- 
tent an international fund, amounting to several 
millions, established by Cecil John Rhodes (1853- 
1902) for the education at Oxford University of 
youth selected from Anglo-Saxon peoples the world 
over. Each Rhodes scholar receives £300 ($1500) 
per year for a period of three years. The scholar- 
ships are irrespective of race or religious opinions, 
and are awarded to candidates who unite scholarship, 
athletic skill, manly qualities and moral force of 
character according to the plan outlined in the be- 
quest of Mr. Rhodes.^ 

An example of a world benefaction is furnished by 
Alfred Bernard Nobel (1833-1896), who gave $10,- 
000,000, the income to be devoted to five annual 
prizes (each about $40,000) for the most important 
discoveries in chemistry, physics, and physiology or 
medicine ; for literary work of idealistic tendency ; 
for greatest service to the cause of peace during the 
year; also for Nobel institute for research and spe- 
cial grants of funds for the above-named objects. 
In the administration of this fund all nationalities 
and both sexes are considered. 

The inference from a study of the sphere of in- 
fluence of the individual is that such influence is a 

» Current Topics, Chap. I, 64-5, Washington, 1910. 
* Advance Sheets, U. S. Bureau of Education, Chap. Ill, 41-55, 
Washington, 1907. 

68 



LINES OF APPROACH, ILLUSTRATIONS 

permanent and growing factor in the spread of edu- 
cation, also that a larger number will inevitably enter 
into the international area to promote the right edu- 
cation of the whole race. This is obvious, because 
the world unity of interest is a daily lesson of man- 
kind and the benefits and perils that flow thence are 
both indisputable. So far as education is a beneficent 
and constructive force in human society, its expan- 
sion is imperative. These conditions may appeal 
first to one or a group of individuals of large vision 
and outlook. From the history of personal bene- 
factions to education it is not unreasonable to look 
for the appearance at any time of an educational 
benefactor who will devote many millions to this 
object. Or a group of capitalists may join their 
resources for this end and thus show one of the 
great uses of combinations of capital. As has been 
said, the educational experience of mankind to-day 
renders the administration of a world fund or scheme 
comparatively easy. 

To pass from individuals to voluntary groups of 
persons, — business, educational, religious and other 
organizations illustrate the wide expansion of edu- 
cational effort under private or non-governmental 
auspices, and suggest future possible developments 
of such work. Among these the railways of the 
country have in some cases, of their own motion 
or as allies to other agencies, participated in the 
circulation of teachers, lecturers, movable schools, 
exhibits of science, industry, art, of libraries, and 
other educational factors. 

69 



WORLD EDUCATION 

The Seaboard Air Line Railway has a system of 
traveling libraries free to the people in its territory. 
This railway has 542 miles of track from Richmond, 
Virginia, to Tampa, Florida, and reaches almost 
every important city, including the capitals of the 
six states which it traverses, as well as an extensive 
rural area. The New York Central Railway sustains 
a model farm project, and the Pennsylvania Railway 
has undertaken forestry enterprises; forty-two rail- 
way systems in the western states of the United 
States haul chapel cars free; railways in various 
parts of the world cooperate with public education 
by reduced or free fares, publications, traveling 
teachers, lecturers, exhibits, and other forms of edu- 
cational propaganda. 

These separate efforts point to larger adjustments 
whereby the railroad system of a state or nation 
may on a reasonable basis become one of the leading 
promoters of popular education, serving the whole 
people in important educational lines, devising a 
careful scheme of educational diffusion as an element 
of a wise railway policy. Since such a tendency 
inevitably grows, the time may not be distant when 
far-seeing leaders in transportation by land and ocean 
may extend a similar service to the whole globe. 
The length of some railway lines is to-day remark- 
able. The Canadian Pacific, for example, stretches 
across the North American continent, connects its 
coast terminals by steamship lines and thus belts 
the entire globe with its service. Several transconti- 
nental railway lines in the United States join the 

70 



LINES OF APPROACH, ILLUSTRATIONS 

Atlantic and Pacific coasts. Other great continental 
lines are wholly or partly completed or projected, 
as the Siberian, Pan-American, Cape-to-Cairo, Aus- 
tralian railways. Along these vast modern highways, 
which will constitute the base lines of many railway 
systems, may pass the traffic of the world ; they may 
also form a world highway system for the movement 
of educational forces. 

Numerous other agencies, primarily of a business 
nature, give more or less prominence to education as 
an integral part of their work, because such training 
is a wise policy of business conservation and de- 
velopment. Many great businesses require scientific 
and mechanical skill, research, administration, mas- 
tery of technique, which involve special training. 

Educational agencies, non-governmental, are also 
numerous in small areas as cities, counties or larger 
areas as states or state groups, or still larger areas 
as nations. These agencies are extensive, persistent 
and many-sided in their operation. They utilize the 
service of well-equipped persons, the printed page, 
organized effort to create public opinion, to promote 
educational legislation, to affect private and public 
action. Each nation has such agencies which have 
arisen out of national needs and conditions. All 
nations are entering on an imperial policy or era 
when world affairs obtain increasing attention. This 
arises from the necessities of trade, industries, the 
ease and swiftness of intercommunication, politics 
and a growing sense of world solidarity. In conse- 
quence, national associations of education and of 

71 



WORLD EDUCATION 

other aims are approaching nearer together for con- 
ference and mutual service. These conditions point 
to international cooperation in education on the part 
of national educational societies of teachers and other 
bodies. Already numerous international associations 
of teachers, men of science and institutions are in 
existence. The proposed International Council of 
Education, to convene in the near future, is expected 
to embrace leading educators of all nations. It origi- 
nates on the initiative of the National Education 
Association of the United States of America. 

The printed page is an important approach to 
universal education. It may appear in the transient 
form of the daily newspaper, or in the more perma- 
nent form as the periodical or book. The mechanical 
production of the printed page is now rapid and 
immense. In its better forms it is an educational 
force of inestimable value. Emerson writes : " Con- 
sider what you have in the smallest well-chosen 
library. A company of the wisest and wittiest men 
that could be picked out of all civil countries in a 
thousand years have set in best order the result of 
their learning and wisdom." Carlyle says : " The 
book is the modern university." The idea of a 
national library is now familiar; the idea of a world 
or universal library is also accepted as practicable 
by library authorities. The daily journal has a cir- 
culation in some cases co-terminous with the language 
in which it is printed. This is particularly true of 
the representative journals in the various nations. 
The daily circulation of a leading newspaper in Bos- 

72 



LINES OF APPROACH, ILLUSTRATIONS 

ton reaches above 238,000; in Chicago above 325,- 
000; in New York, 401,000. A daily circulation of 
one million is claimed for a European newspaper. 
The policy of a great daily is illustrated by the in- 
structions given to its special correspondent, Henry 
M. Stanley, by the New York Herald on October 
16, 1869. 

" Briefly, these consisted of a report of the open- 
ing of the Suez Canal; some observations of Upper 
Egypt, and Baker's expedition; the underground 
explorations in Jerusalem ; Syrian politics ; Turkish 
politics at Stamboul; archaeological explorations in 
the Crimea; politics and progress in the Caucasus; 
projects of Russia in that region; Trans-Caspian 
affairs; Persian politics, geography, and present 
conditions ; a glance at India ; and, finally, — a 
search for Livingstone in Equatorial Africa ! " ^ 

Special publications also more or less directly 
educational are numerous. These allies to education 
may yield larger returns if society seeks to utilize 
them on a comprehensive plan. A plan of cooper- 
ation among the printed publications of different 
nations may be inaugurated, whereby important 
knowledge may be diffused, or productions of great 
value of one nation promptly translated into the 
languages of other leading nations. By readjustment 
of the postal union service, books and other publi- 
cations may pass readily and at small cost from 
one point to another. Thus libraries may serve 

* The Autobiography of Henry M, Stanley, p. 245, Boston and 
New York, 1909. 

73 



WORLD EDUCATION 

larger areas or districts ; the world library or uni- 
versal library may be developed whereby the libraries 
of the world shall yield a maximum of benefit to 
mankind and shall bring the reader and student in 
any part of the world within reach of the library 
wealth of civilization. 

The work of education of the different govern- 
ments, conducted within their respective territories, 
and noted in former pages, is already varied and 
extensive. Public agitation in national and minor 
legislatures is steadily working out important re- 
sults. Besides the recognition of education as a 
national as well as a local interest is big with 
promise of future development. The former United 
States Commissioner of Education, Hon. William 
T. Harris, affirmed that the great need of the nation 
was educational statesmen. Such leaders in legisla- 
tion discern the connection between right education 
and national well-being, and provide ways and means 
for its furtherance and improvement and safeguard 
it against perils of perversion. Here also waits the 
opportunity for international statesmen. How the 
various governments may join in a world campaign 
for education is a problem to be undertaken and 
worked out by the best civic wisdom of mankind. 
It is evident that every argument which buttresses 
education in the small civic unit, state and nation 
is applicable to the larger issues of the education of 
the human race. The tremendous forces for good 
or evil which lie in the different races and nations 
emphasize the pressing nature of this issue. Ignor- 

74, 



LINES OF APPROACH, ILLUSTRATIONS 

ance is a menace to the peace and safety of the world. 
Enlightenment is a world builder. Education ap- 
proaches a world policy. 

These examples of individual and associated volun- 
tary effort for education, of the favorable mechan- 
ism of modern society, of governmental action, point 
in the direction that has been advocated in the fore- 
going discussion. They more than suggest, they 
demonstrate the practicability of a world plan and 
campaign of education. Such_ examples may be in- 
definitely multiplied. A world movement in this 
direction might be promptly organized, and brought 
to a favorable conclusion. Mankind may thus 
speedily enter upon the possession of the resultant 
benefits. 

These benefits are numerous and inestimable. 
They lead to the wise use of the resources and wealth 
of the world or world economics, for, as intelligence 
is essential to the production of wealth, it is also 
requisite to its just and adequate distribution. Thus 
a readjustment of national and world finance or ex- 
penditures may be practicable. A policy of con- 
servation and construction may supersede a policy 
of waste arising from ignorance, selfishness, and the 
destructive instinct. 

These benefits directly affect man as well as the 
material wealth and resources of the world. Ignor- 
ance is a loss and peril to man individually and col- 
lectively which the diffusion of education lessens or 
removes. World education is a guarantee of national 
safety and the union of liberty and order in all 

75 



WORLD EDUCATION 

lands. The mediation of hostile ideas which cause 
discord, suspicion and war becomes more practicable 
when intelligence is widespread. Competitive armies, 
navies and armaments are replaced by better means 
for protection and justice. A nobler world policy is 
adopted which aims at the conservation and develop- 
ment of mankind, as well as of the material wealth 
of the world, and promotes the organization of the 
intelligence of the race. The rivalry of nations 
changes to cooperation and friendship, and merges 
into a liigher unity. The two great ends of civilized 
life are advanced, the welfare of the individual and 
of society, and both go forward, if not to their best 
estate, at least to a fairer social order. 



76 



CHAPTER IX 

International Plans 

Durch Anregung eines souverainen Artzes der Weltglueckseligkeit 
kam juengst im Haag die int. Friedensconferenz der Staaten zustande. 
Um wie vieles leichter, gefahrloser und erfolgverheissender waere die 
EinbemfuQg einer int. Weltculturconferenz, wo sich alle Staaten 
durch ihre Vertreter verpflicliteten, den neuen Posten der "Welt- 
cultur" ikren nationalen Budgets einzuverleiben. 

Fhanz Kem^ny. 

THE writer ventures to suggest several plans pro- 
motive of world education, whereby existing 
agencies and opportunities may be organized in an 
international or world effort. 

Kemeny's Weltakademie 

Mr. Franz Kemeny in his treatise on the Welt- 
akademie (Budapest, 1901) advocates the idea that 
the federation of national educational organizations 
may produce a world federation or weltakademie, 
and indicates also other means to effect a world edu- 
cational enterprise. He favors such a world organ- 
ization or weltakademie, with headquarters at some 
suitable centre in Europe, as the Postal Union is 
located at Berne, Switzerland, and the International 
Institute of Agriculture at Rome, Italy, — that is, 
a world organization with local centre or head- 
quarters. 

77 



WORLD EDUCATION 

The following plans rest on the belief that the 
conditions of the world, on account of the present 
and growing facilities of intercommunication and the 
existence of many great city centres, are such that 
no local world centre is necessary or desirable ; that 
there are now many movements in the world field 
which may be organized and mutually correlated, 
but not centralized, and that future world conditions 
will necessitate readjustments from time to time, all 
of which are favorable to federation rather than 
centralization. 

(1) International Education League 

A plan for an international educational movement 
is suggested by the experience of a voluntary associa- 
tion which has for some years conducted an educa- 
tional work in the New England states. Its object 
has been to promote equal educational advantages 
for all New England. This work has been done with 
the recognition of the idea that local education, as 
of state or state group, is merely a part of uni- 
versal or world education. It has used field work, 
free lectures, loan of art and school exhibits, loan 
books, publications, quarterly paper, correspondence, 
interviews, legislative ejffort and cooperation with 
other bodies. From Boston as a centre, with the 
cooperation of persons in New England and other 
parts of the United States and Canada, it has accom- 
plished some important results. It has also had the 
cooperation of leading educational societies of the 

78 



INTERNATIONAL PLANS 

United States. The suggestion of its experience is 
that, to some extent and with suitable modifications 
of aim and work, a similar plan may be pursued at 
great centres in all countries by locating at such 
centres representatives who have the requisite train- 
ing, ability and character to take a practical part 
in education, to enlist cooperation and to promote 
public opinion which may result in educational 
progress. 

In carrying out a plan and administration no 
nation should have undue influence or prominence. 

The following centres are named: 





North America 


Montreal 


New Orleans 


Boston 


Denver 


New York 


San Francisco 


Washington 


Mexico 


Pittsburg 
Chicago 


Havana 




South America 


[Bogota 
s Caracas 
Georgetown 

J Pernambuco 


Rio de Janeiro 


Buenos Aires 

Quito 
■<Lima 


[ Bahia 


La Paz 


f Monte Video 
[ Asuncion 


Santiago 
_ Valparaiso 



79 



WORLD EDUCATION 



Europe 



Glasgow 

Liverpool 

London 

Belfast 

Paris 

Marseilles 

Madrid 

Barcelona 

Lisbon 

"The Hague 
^ Brussels 

[ Christiana 
{ Stockholm 
I Copenhagen 

Berlin 



f Munich 
I Geneva 

Rome 
Naples 

Vienna 
Budapest 

[ Bucharest 
. Belgrade 
1 Sofia 

Constantinople 
Athens 

St. Petersburg 
Moscow 

Warsaw 



Asia 



Irkutsk 

Tokio 
Yokohama 

Osaka 

Canton 

Peking 

Shanghai 

Bankok 

Calcutta 



Madras 
Bombay 

f Kabul 
\Kelat 

f Tabriz 
[ Teheran 

f Bagdad 
[ Damascus 



80 



INTERNATIONAL PLANS 

Africa 

f( Tunis Zanzibar 

•s Algiers Tananarivo 

Johannesburg 
Cape Town 

I Alexandria t» 

^ iioma 

Adis Abbeba Monrovia 

Australia 

Sydney J Auckland 

Melbourne [ Wellington 

(63 Stations) 

Estimated Cost 
Each station — 

Salary of representative (averaging) .... $2,000 
Incidental expenses (travel, printing, mail, 

clerical hire) 1,000 

Total $3,000 

Sixty-three stations ($3,000 each, average) $189,000 

Emergency fund 10,000 

General superintendent and office expenses . . 10,000 

Total $209,000 

81 



WORLD EDUCATION 



General Endowment 



The total expenditure as above equals an endow- 
ment of five millions, two hundred and twenty-five 
thousand dollars ($5,225,000) at four per cent. 

Additional Endowments, Subscriptions and Fees 

Additional endowments may be secured and em- 
ployed as seems most necessary and advantageous in 
any part of the world. The administration and 
council may be international. Part of income may 
be derived from subscriptions and fees. 

Incorporation 

A form of incorporation, adapted from that of a 
society whose aims are international and which is 
incorporated under the laws of Massachusetts fol- 
lows as a suggestion of incorporation. 



Commonwealth of Massachusetts 
In the Year One Thousand Nine Hundred and 



AN ACT 

To create a world corporation for educational 
purposes. 

WHEREAS a number of individuals, citizens of 

the United States were on (day) of 

82 



INTERNATIONAL PLANS 

(month) in the year one thousand nine hundred and 
...... .created into a body politic and corporate by 

the name, style and title of > ; 

Therefore 

Be it enacted by the Senate and House of Repre- 
sentatives in General Court assembled, and by the 
authority of the same, as follows: 

Section 1. The single object of the corporation 
shall be the diffusion of knowledge throughout the 
world. 

Section 2. This corporation shall meet annually 

on. . . .1. . (day) of (month), or at such other 

date, and at such place, as it may appoint. 

Section 3. At each annual meeting, the said cor- 
poration shall have power to elect such officers as 
may be deemed expedient or proper ; and define their 
powers and duties ; and to ordain, establish, and put 
in execution all such by-laws, ordinances and regula- 
tions for the government of the said corporation, 
and for the regulation and conducting of the business 
thereof, as may be deemed needful and proper : Pro- 
vided, That said by-laws, ordinances and regulations 
are not repugnant to the Constitution of the United 
States, nor to the Constitution and Laws of this 
Commonwealth. 

Section 4. Any gifts, grants, devises, or bequests 
made, or that may hereafter be made, to the said 
corporation, shall enure to, and be held to be made 
and belong to, the said. . ; Pro- 
vided, That the clear yearly value, income, interest, 
or dividend from messuages, lands, tenements, heridi- 

83 



WORLD EDUCATION 

taments and stocks, shall not exceed, in the whole, the 

sum of dollars. 

("Speaker of the House 

***''** 1 of Representatives 

.,..,. Speaker of the Senate 

Approved on. .... . (day) of (month), one 

thousand, nine hundred and 

(signed) 



(2) Federation of National Education 
Societies 

An international conference of leaders in educa- 
tion, representing national education societies, and 
like bodies, and of leaders in affairs may be called 
together. Such a conference may devise a plan for 
a world federation of national education societies. 

Such a federation might include societies, as the 
National Education Association of the United States, 
the British Association for the Advancement of 
Science, Deutcher Lehrverein, and others. Already 
the National Education Association of the United 
States has taken some measures in the line of study 
of the international issues of education. 

A world federation of this kind might be strength- 
ened by funds or endowments for special or general 
educational uses. The fact that some national asso- 
ciations, as the American Library Association, to 
which Mr. Andrew Carnegie has given $100,000, and 
the National Education Association of the United 
States, possess large funds suggests that a world 



INTERNATIONAL PLANS 

federation, as outlined, might receive similar and 
even larger support, and bear an important part in 
world education. 

The incorporation, investment and administration 
questions involved in such a federation might readily 
be arranged. 

(3) World Federation of Universities 

The Association Internationale des Academies, 
founded in 1901, may be the basis of a broader 
movement to secure the cooperation of the higher 
institutions in all countries in the advancement of 
world education. 

The institutions of each country may be organized 
in a national federation. The several national feder- 
ations may join in an international or world federa- 
tion. Such federation may proceed in the lines of 
university extension as conducted in some leading 
countries, the Universite Populaire in France, and 
in such other forms of education as may advance the 
education of the world. 

(4) Federation of International Associations 

Already international associations exist, in connec- 
tion with particular sciences, special forms of educa- 
tion, industries, labor and other widely extended 
interests. A congress of international congresses is 
among recent suggestions to bring together and to 
harmonize the objects and work of the various bodies 
in the world field and to promote the common inter- 

85 



WORLD EDUCATION 

ests of all. This approach to a world harmony and 
cooperation has also a relation to world education, 
and may benefit society, as a whole, the specialists 
as well as the body of society engaged in industry 
and labor. 



(5) World University (Religious, Inter- 
denominational) 

The work of education under the auspices of great 
religious bodies, as leading Protestant, Roman Cath- 
olic and Greek churches, is extensive. There is a 
tendency among some of these bodies to extend and 
improve the educational service rendered by con- 
solidation or cooperation of agencies within the 
limits of the respective churches or denominations. 
How far such a cooperative idea is practicable is 
not as yet shown by actual experience, but the opinion 
is widely held that the divisive policy too often prac- 
tised should be corrected. Besides denominations 
most closely connected may in the near future enter 
into plans of cooperation. Whether such plans may 
be adopted by religious bodies whose differences are 
greater, as Protestant with Roman Catholic or 
Greek churches, is a more remote issue. Whether 
Christian and non-Christian religious bodies may on 
any plan join in associated effort in any areas of 
education is perhaps still more remote. In some 
cases the State serves as a uniting influence by fur- 
nishing instruction in studies desired by all and 
leaving other studies to allied schools belonging to 

86 



INTERNATIONAL PLANS 

different religious bodies. The University of 
Toronto, Canada, and affiliated colleges, and the 
proposed union university in China have suggestions 
in their plan of organization. 

A world federation of agencies for education under 
religious auspices seems to be in process of formation 
with, it may be added, certain limitations which in 
our day may be inevitable. 

(6) World Education Fund or Foundation 

To the student of educational benefactions the 
establishment of a fund of $5,000,000, $10,000,000, 
$50,000,000, or upwards, does not seem improbable ; 
a fund like that given by John Macie Smithson for 
the Smithsonian Institution, " for the diffusion of 
knowledge among men," or the Gilchrist Educational 
Trust, founded by Dr. John Borthwick Gilchrist 
(1759—1841), "for the advancement, and propaga- 
tion of education and learning in every part of the 
world, as far as circumstances permit." 

Such a fund or foundation may be the benefaction 
of a single donor or of a group of donors. It may 
be incorporated, invested and administered by a 
board of directors on a plan carefully devised by 
men of educational experience associated with men 
of business and administrative training. Great funds, 
more limited in their use, have been given by men of 
wealth and philanthropic spirit; besides the private 
fortunes of a number of wealthy men have now be- 
come immense. The total valuation of twelve or more 

87 



WORLD EDUCATION 

of the smaller states of the United States, taken 
singly, also of many separate cities, is much less 
than some private fortunes. 

The great capitalist, and a group of world capi- 
talists have thus the resources to make private 
wealth directly contributory to world education. 

(7) Joint Foundation fob International 
Education 

Such a foundation may utilize special funds for 
educational purposes which seem to donors most 
useful or necessary. Thus Mr. Andrew Carnegie has 
given to libraries; Sir William Macdonald to agri- 
culture, domestic science and related interests; Mr. 
John D. Rockefeller to higher education and other 
specific uses; Mr. Cecil John Rhodes for Anglo- 
Saxon scholarships at Oxford University. Others 
may promote trades, art, music, physical education, 
moral instruction, or other educational objects. Such 
special and separate funds may be grouped and ad- 
ministered together to promote economy and effi- 
ciency. Such a world fund may be a joint fund 
or a fund of funds. 

(8) Intermetropolitan Educational Alliance 

Certain great cities of the United States and 
Europe have in a limited way exchanged teachers. 
This idea may be carried further and developed in 
many profitable lines, as lectures, school exhibits, 

88 



INTERNATIONAL PLANS 

portable museums, pupil exchange, cooperation for 
municipal improvement and other cooperative efforts. 

The conferences of the mayors of American cities 
may be cited as a suggestive fact in connection with 
municipal interests, including education. 

The great cities of the world, that is, cities of 
500,000 and above, by a system of interchange of 
services and cooperation may benefit both themselves 
and the areas of which they are the centres, for 
what is termed the sphere of influence of a city 
of the first rank extends until it meets the territory 
outlying another such city. 

An intermetropolitan alliance, properly arranged 
and safeguarded, may be an important factor in 
world education. 

(9) International Union fob Education 
( Governmental ) 

This approach to world education may be stated 
in the form of a petition and bill addressed to a 
national legislative body. We select that of the 
United States of America, but the initiative may be 
taken by the national legislative body of any country. 

PETITION 

To the Senate and House of Representatives of the 
United States of America : — 

We, the undersigned, citizens of the United States, 
do hereby respectfully submit to your honorable body 
the following petition and bill. 

89 



WORLD EDUCATION 

The development of popular education under gov- 
ernmental auspices during the past few decades has 
been noteworthy. The right education of the people 
is now regarded as a fundamental interest of the 
nation. Self-government under a democracy or con- 
stitutional government must rest on widely diffused 
popular intelligence. Ignorance in any nation also is 
a loss or menace to all nations. Popular intelligence 
has an intimate relation also to the productive power 
and efficiency of the individual, nation and race. 

It is noteworthy also that popular education is 
not characteristic of any single nation, but common 
to many nations. The great interests which edu- 
cation conserves, imparts and transmits are ,not 
the exclusive possession of any nation, but belong 
to the world intelligence. Thus science, invention, 
mechanics, trades, professions, commerce, literature, 
art, music, government are international in their 
origin and development. The perils of modem na- 
tions which are closely bound together by the world 
system of intercommunication are international, and 
affect all nations. Like the ocean, the migration of 
birds, the insect pests, the spread of epidemics, they 
are continental and worldwide. The tremendous is- 
sues of war and peace which burden all nations can 
be met only by the organization of the intelli- 
gence of the world, for thus the mediation of hostile 
ideas which produce war panics and actual war and 
international and interracial disturbances, is made 
possible. 

The United States is indebted to all nations be- 
90 



INTERNATIONAL PLANS 

cause the ideas which underlie the nation are derived 
from world experience, and its population has been 
drawn and increased from all nations. Its great 
cities are international; thus New York City has 
87 per cent foreign born; Philadelphia, 22.8 per 
cent; Chicago, 34.5 per cent.-^ 

For such national legislation as is contained in 
the bill accompanying this petition precedents are 
furnished by the action of the United States in con- 
nection with the Court of Arbitration at the Hague 
on the initiative of Russia; the International Insti- 
tute of Agriculture on the initiative of Italy; the 
Postal Union on the initiative of the United States. 

We, therefore, petition your honorable body to 
recognize and provide for these world conditions, 
affecting this and all other nations, by due con- 
sideration and action in accordance with the follow- 
ing bill. 

A BILL 

To create an international board of education and a 
fund for international or world education. 

Be it enacted by the Senate and House of Repre- 
sentatives of the United States of America in Con- 
gress assembled, that an annual fund is hereby 
created as below described and equal in amount to 
one-tenth of the appropriation for army and navy 
for 1910, to be devoted to the following object, viz.: 
international education or the education of the world. 

Section 2. Said education shall be conducted by 

^ Census, 1900. 
91 



WORLD EDUCATION 

an International board of education, to consist of the 
chief educational officer of each nation and one other 
person appointed by the national legislative body, as 
congress, parliament, reichstag, corps legislatif, 
douma, or by whatever other name denominated. 

Section S. Said education shall proceed along 
the lines of the removal of illiteracy, industrial train- 
ing, the applications of science and mechanics, in- 
struction in civic duty, and such other lines tending 
to the improvement of society as the international 
board of education may determine and as may accord 
with the needs of each nation: Provided, other na- 
tion or nations join in the effort above-named by a 
similar appropriation, that is, one-tenth of the army 
and navy appropriation for 1910 of the other nation 
or nations respectively. 

Section 4. In determining policy the represent- 
atives of each cooperating nation shall have a vote 
or votes equal to its rank in population and its rank 
in contribution to the fund, divided by two; thus a 
nation ranking eight in population and giving eight 
times as much as the unit contribution shall have 
eight votes. The population unit shall be ten mil- 
lions, the contribution unit one million dollars. Any 
nation, however, ranking in population unit and con- 
tribution unit less than the above-named, shall be 
entitled to one vote, and each nation shall have veto 
power within its own territory. 

Section 5. The appropriation of the United 
States shall continue for ten years, beginning with 
January 1, 1914. 

92 



INTERNATIONAL PLANS 

Section 6. Annual reports and plans of opera- 
tion shall be submitted to the national legislative 
assembly of each cooperating nation. 

Section 7. This act shall take effect on its pas- 
sage, at which time in so far that the President of 
the United States is requested to communicate at 
once with all other nations inviting them to join 
in an effort for world education as provided for in 
this act, to effect preliminary arrangements and to 
begin the work proposed on January 1, 1914. 

Section 8. That a sum not to exceed $50,000 be 
appropriated, to be expended subject to the approval 
of the President of the United States, for the ex- 
penses incident to the preliminary arrangements. 

(10) The World Travel University 

A joint policy of all railroad and steamship cor- 
porations may be conducted on lines already pursued 
to some extent in different parts of the world. Thus 
libraries, agriculture, forestry, movable schools, ex- 
positions, lecturers, excursions, and other features of 
special and popular education are now promoted by 
a number of transportation corporations. 

The further development of such work is full of 
promise, and such corporations may prove one of 
the most effective agents or allies of world education. 

(11) International Correspondence Schools 

The growth of the postal system, including the 
Postal Union, of transportation facilities by land 

93 



WORLD EDUCATION 

and water, and of other means of intercommunication, 
including the printed page, make it possible to reach 
any person in any part of the habitable globe. 

The correspondence school with its well-known ad- 
juncts has passed the tentative stages, and is recog- 
nized as a useful and effective educational agent. 

Already such schools with many students enrolled 
are in existence and some universities of high rank 
use this kind of service in addition to their localized 
resources. 

An international correspondence school may be 
planned, endowed, and wisely conducted, and may 
become a factor in world education, 

(12) World Library and Museum 

The world library and museum may be created 
by the federation and cooperation of existing insti- 
tutions. This idea is familiar and requires no en- 
largement here. 

A general criticism on libraries is to the effect 
that library policy is too local and divisive, that 
on this account it fails of possible usefulness and 
economy. A cooperative or federative policy is in 
demand. 

The object of the world library is to bring the 
reader in any part of the world in contact with the 
library wealth of the world. 

The library experience already accumulated makes 
it possible with no great difficulty to work out a world 
library scheme or plan. 

94 



CHAPTER X 

Statistics 

(a) World Educational Statistics. 

(b) International Societies, Congresses, etc. 

(c) Cities of 250,000 population and above. 



(a) World Educational Statistics 





.(1) 
Illiteracy 
per cent 
of popu- 
lation 


(2) 
Per cent 
of popu- 
lation in 
schools 


(3) . 
Expendi- 
ture per 
capita 
of popu- 
lation 

for 
schools 


(4) 

Square 

miles to 

each 

post 

office 


(5) 
Popula- 
tion to J 

each 

post ^ 

office 


apers 


North America 














Canada . . 






19.17 


$3.68 


375.3 


526 


1,408 


Costa Rica . 








8.54 




298.6 


3.286 




Cuba . . . 








9.57 










Guatemala . 








2.72 










Honduras . 








3.48 










Mexico . . . 






60.00 


4.8 


.23 


46.7 


7,690 


459 


Nicaragua . 








2.93 










Panama . . 








3.96 










Porto Rico . 








11.02 










Salvador . . 








2.05 










United States 2 






11.80 


19.62 


3.90 


56.3 


887 2 


2,730 


South America 


















Argentina . 






50.50 


9.6 


2.45 


833.2 


3,005 


189 


Bolivia . . . 








2.5 


.14 


2402.5 


8,563 




Brazil . . , 








2.1 










Chile .... 








6.0 


.65 


474.2 


5,778 




Colombia . . 








3.7 


.22 








Equador . . . 








5.5 










Paraguay . . . 








6.5 










Peru 








2.3 


.08 


2058.4 


9,144 




Uruguay . . . 






46.46 


7.1 


.76 


113.0 


1,375 




Venezuela , . 








1.5 


.21 









1 Compiled from U. S. Commissioner of Education Report, 1908, vol. 2, pp. 
1016-1021 and 1899-1900, p. 785; Report of Superintendent of Foreign Mails, 
Washington, 1899; Statesman's Year Book, London, 1910. 

' Illiteracy in United States ranged from 2.3 in Nebraska to 38.5 in Louisiana. 

8 Statistics have been gathered with care but world statistics are incomplete. 

95 



WORLD EDUCATION 



World Educational Statistics (continued) 



.0) 

nUteracy 
per cent 
of popu- 
lation 



(2) 
Per cent 
of popu- 
lation in 
schools 



(3) . 
Expendi- 
ture per 
capita of 
popula- 
tion for 
schools 



(4) 

Square 

miles to 

each 

post 

oflBce 



(5) 
Popula- 
tion to 
each 
post 
office 



EUBOPE 

Austro-Hungary . . 

Belgium 

Bulgaria 

Denmark 

France 

Germany ' . . . . 

Great Britain and 
Ireland 

Greece 

Italy 

Netherlands . . . 

Norway 

Portugal 

Roumania .... 

Russia 

Finland 

Servia 

Spain 

Sweden 

Switzerland .... 
Asia 

British India . . . 

China 

Japan 

The Philippines . . 
Afhica 

Cape of Good Hope 

Egypt 

Natal 

Orange River Colony 

Transvaal .... 

ACSTBALASIA 

New South Wales . 
New Zealand . 
Queensland . . 
South Australia 
Tasmania . . 
Victoria . . . 
West Australia 



25.95 
12.80 

0.54 
4.90 
0.11 



30.00 

39.30 

4.00 

0.11 

79.00 

89.00 

61.70 

1.60 

86.00 

68.10 

0.11 

0.30 



15.2 
12.2 
9.9 
13.0 
14.2 
17.0 

16.5 

8.7 

8.1 
15.0 
15.8 

4.4 

8.3 

3.7 
11.3 

4.5 
10.3 
14.2 
18.6 

2.92 

11.2 
7.5 

7.4 

.0094 
13.8 
12.4' 
12.3 ' 

15.3 
15.9 
18.8 
15.0 
13.1 
16.0 
16.3 



.44 
1.08 



1.06 
2.05 

2.15 

.39 
1.80 
1.22 



.27 
1.41 



.032 
.27 

.84 
1.95 



2.75 
3.71 
3.04 
2.01 
1.63 
2.13 
3.43 



25.4 
12.7 
19.2 
18.7 
66.5 
6.0 

5.7 
67.8 
14.4 

9.8 

60.2 

14.8 

20.3 

922.3 

12.1 

76.5 

70.4 

4.6 

135.5 

39.5 



294.0 
267.8 



151.6 
68.3 



65.5 



4,257 
7,376 
1,605 
2,681 
4,320 
1,521 

1,883 
6,723 
4,096 
3,876 
1,035 
2,110 
1,766 
13,753 



5,991 

2,082 

848 

24,959 

11,317 



2,116 
12,962 



647 
505 



♦ Many German states have no illiteracy. 

96 



2 Whites only. 



STATISTICS 
Institutions of Higher Learning ^, ^ 





Uni- 


Poly- 






Uni- 


Poly- 




Country 


ver- 


tech- 


Others 


Country 


ver- 


tech- 


Others 




sity 


nica 






sity 


nica 




Argentina. . 


3 






Japan 


2 




1 


Australia . . 


5 






Mexico 






1 


Austria . . 


8 


7 


16 


Netherlands . . 


5 


1 


3 


Belgium . . 




3 


10 


Norway .... 


1 




1 


Brazil . . . 




2 


10 


Palestine .... 






1 


Bulgaria . . 








Paraguay .... 






1 


Canada . . 




2 


5 


Persia 






2 


Cape Colony 






1 


Peru 


1 






Chile . . . 






1 


Porto Rico . . . 


1 






China . . . 






1 


Philippine Islands 


1 






Cuba . . . 




.. 




Portugal .... 


1 


2 


5 


Denmark . . 




1 


5 


Roumania. . . . 


2 




3 


Ecuador . . 






1 


Russia 


9 


13 


30 


Egypt . . . 






4 


Scotland .... 


4 


1 


14 


England . . 


10 






Servia 


1 






France . . . 


20 


7 


51 


Siberia 


1 


1 


2 


Germany . . 


22 


11 


42 


Spain 


10 


2 


8 


Greece . . . 


1 


1 


3 


Sweden 


4 


1 


6 


Hungary . . 


3 


1 


18 


Syria 


1 




1 


India . . . 


5 




88 


Switzerland . . . 


6 


1 


6 


Ireland . . 


2 


1 


6 


Turkey 


1 




1 


Italy . . . 


21 


S 


26 


Uruguay .... 


1 






United Sta 


tes has 


573 universities, colleges and technological sc 
178 normal schools for teachers 
558 Professional schools 


hools 





« From U. S. Com. of Education Report, 1908. 

' The statistics may give a general impression as to the work of higher 
education, but it must be borne in mind that in the United States the 
distinction between college and university is not definite; also, that a univer- 
sity in the European sense may embrace a large group of institutions. It is 
difiicult to classify higher institutions of education on account of the varying 
standards in different countries. 



(b) International Societies, Congresses, etc. {Part 
List) 

Amerika Institut, Berlin, 1911. 

International Aeronautical Exposition, Frankfort-on-Main, 1909. 

International Agricultural Congress, Budapest, 1896. 

97 



WORLD EDUCATION 

International Archaeological Congress, 2d, Cairo, 1909. 
International Association of Academies, 4th, Rome, 1910. 
International Association for the Advancement of Science, Arts and 

Education, 1900. 
International Botanical Congress, Geneva, 1892. 
International Catalogue of Scientific Literature, Central Bureau, 

London. 
International Commission on the Teaching of Mathematics, Rome, 

1908. 
International Conference on Elementary Education, 2d, Paris, 1910. 
International Congress on Administrative Science, 1910. 
International Congress for the Advancement of Drawing and Art 

Teaching, 3d, London, 1908. 
International Congress on Aerial Law. 
International Congress against Alcohol. 
International Congress of Americanists, 16th, Venice, 1908. 
International Congress of Applied Chemistry, 7th, London, 1908. 
International Congress of Architects, 9th, Rome, 1911. 
International Congress on Child WeKare, Washington, 1908. 
International Congress on Entomology, Brussels, 1910. 
International Congress on Esperanto, 6th, Washington, 1910. 
International Congress on Geodesy. 
International Congress of Geologists, 8th, 1900. 
International Congress on Higher Technical Education, Brussels, 1910. 
International Congress on the History of Religions, 3d, Oxford, 1909. 
International Congress on Historical Sciences, Berlin, 1908. 
International Congress on Household Economy and Arts, Fribourg, 

1908. 
International Congress on Home Education, 3d, Brussels, 1910. 
International Congress on Hygiene and Demography, Berlin, 1908. 
International Congress of Mathematicians, 4th, Rome, 1908. 
International Congress for Moral Education, London, 1908. 
International Congress of Music, Rome, 1911. 
International Congress of Orientalists, 15th, Copenhagen, 1908. 
International Congress on Photography, Dresden, 1909. 
International Congress on Physical Education, Rome, 1911. 
International Congress on Popular Education, Paris, 1908. 
International Congress of Press Associations, 15th, Rome, 1911. 
International Congress for Public Relief and Private Charity, 5th, 

Copenhagen, 1910. 
International Congress of Public Works and Buildings, 3d, Rome, 

1911. 
International Congress of Railway Engineers, 8th, Rome, 1911. 
International Congress on School Hygiene, 3d, Basel. 
International Congress on Stenography and Typewriting, Rome, 1911. 

98 



STATISTICS 

International Congress on Tuberculosis, Washington, 1908. 

International Fisheries Congress, Washington, 1908. 

International Geographical Congress, Geneva, 1908. 

International Industrial Exposition, Tokio, 1912. 

International Institute of Agriculture, Rome. 

International Institute of Sociology, Rome, 1911. 

International Library Conference, 2d, London, 1897. 

International Polar Commission, Brussels, 1908. 

International Reform Bureau, Washington. 

International Sanitary Congress, Venice, 1892. 

International School of Peace, Boston. 

International Statistical Institute, 1885. 

Loan Exhibition of British Art in Berlin (Emperor William's 50th 

Anniversary), 1908. 
Pan-American Scientific Congress, 1st, Santiago, 1908. 
Universal Peace Congress, 18th, Stockholm, 1910. 
Universal Postal Congress, Washington, 1896. 
World's Campaign of International Associations, Brussels, 1910. 

International Educational Projects 

(The following are given by Mr. Franz Kemeny 
in his treatise, " Entwurf einer Internationalen 
Gesammt-Akademie : Weltakademie," pp. 28-47, 
Budapest, 1901.) 

Grand college european de Richelieu, (1642). 

Academic Universelle de Colbert (1666). 

Voltaire's Palais des Sciences (1739). 

Le Licee Frangois d'un anonyme (1772). 

"Die deutscher Gelehrtenrepublik " von Klopstock (1773) . 

Das "patriosche Institut" von Herder (1795). 

Un nouveau Port-Royal de M. le br. de Gerando (1807). 

Int. Stiftung fiir int. wissensch. Bestrebungen in Stockholm (1815). 

Int. Intellecten-Congress von Ste. Beuve. 

Smithsonian Institution for the increase and diffusion of knowledge 

among men (1846). 
Bibliotheque Internationale Universelle (1869). 
Association litteraire et artistique Internationale (Paris, 1878). 
William Galingnani's Stiftung (1882). 
Das "Institut fiir hohere Literatur" von Leo XIII (1886). 
Trianon als Schriftsteller-Asyl (1886). 
Bureau fiir den Schutz des liter, und Kiinstlerischen Eigenthums 

(Berne, 1887). 

99 



WORLD EDUCATION 

Literaturarchiv-Gesellschaft in Berlin. 

Bibliographisches Bureau in Berlin (1888) . 

Eine "Anstalt fiir grosse Manner" in Passy (1890). 

Bureau international de la Paix (Berne, 1891). 

Ein Ideal-Asyl von Berthold Auerbach. 

Internationale Correspondenz-Association (1893). 

Union Intellectuelle Internationale par H. LaFontaine (1894). 

Institut International de Bibliographie (1895). 

Societe d'fitudes Internationales (Paris, 1895). 

Correspondence Internationale (Paris, 1896) . 

Eine-Universal-Academie von Dr. Ludw. Stein (1897). 

Phalanges d'harmonie intellectuelle von M. E. Potonie-Pierre (1897). 

Internationale Academic von L. v. Bar (1897). 

Int. Institut ideal de M. M. F. Gans (1898). 

Le Parlement international d'arbitrage de M. A. Trachsel (1899). 

Association int. des Academies (1899) . 

Association int. pour le developpement de la science, des arts et de 

I'education (Paris, 1900). 
Instituts Nobel (Christiania, 1901). 



(c) Cities of 250,000 Population and Above 

p. Census Popula- 

^^ year tion 

Alexandria, Egypt 1907 332,246 

Amsterdam, Netherlands 1905 557,614 

Antwerp, Belgium 1905 291,949 

Baltimore, U. S. A 1910 558.483 

Bankok, Siam est. 600,000 

Barcelona, Spain 1900 533,090 

Belfast, Ireland 1901 349,180 

Berlin, Germany 1906 2,040,148 

Birmingham, England 1901 522.182 

Bombay, India 1901 776,006 

Bordeaux, France 1906 251,917 

Bradford, England 1901 279,809 

Breslau, Germany 1905 470,904 

Bristol, England 1901 339,042 

Brussels, Belgium i 1905 612,401 

Bucharest, Roumania 1900 276,178 

Budapest, Hungary 1901 732,322 

Buenos Aires, Argentma 1909 1,246,532 

Buffalo, U. S. A 1910 423,715 

^ With Suburbs. 

m.^- — 

Boston, U. S. A 1910 670,585 



STATISTICS 

Census Popula- 

'^'ty year tion 

Cairo, Egypt 1907 651.476 

Calcutta, India i 1901 1,026,987 

Canton, China est. 1,600,000 

Chicago, U. S. A 1909 2,185,283 

Cincinnati, U. S. A 1910 364,463 

Cleveland, U. S. A 1910 560,663 

Cologne, Germany 1905 428,722 

Constantinople, Turkey est. 1,125,000 

Copenhagen, Denmark ^ 1901 476,805 

Detroit, U. S. A 1910 465,766 

Dresden, Germany 1905 516,996 

Dublin, Ireland 1901 290,638 

Dusseldorf, Germany 1905 253,274 

Edinburgh, Scotland 1901 316,479 

Frankfort-on-Main, Germany .... 1905 334,978 

Fuchau, China 1904 624.000 

Glasgow, Scotland 1901 735.906 

Haidarabad, India 1 1901 448,466 

Hamburg, Germany 1906 802,793 

Hangchau, China 1904 300,000 

Hankau, China 1904 870,000 

Hanover, Germany 1905 250,024 

Havana, Cuba 1907 297,159 

Hongkong, China 1901 283,905 

Jersey City, U. S. A 1910 267,779 

Kiev, Russia 1897 319,000 

Kioto, Japan 1903 380,568 

Kobe, Japan 1908 345,952 

Leeds, England 1901 428,953 

Leipzig, Germany 1910 585,743 

Lisbon, Portugal 1900 356,009 

Liverpool, England 1901 702,247 

Lodz, Russia 1897 351,570 

London, England 1901 6,581,372 

Lucknow, India 1901 264,049 

Lyons, France 1906 472,114 

Madras, India 1901 509,346 

Madrid, Spain 1900 539,835 

Manchester, England 1901 606,751 

Marseilles, France 1906 517.498 

Melbourne, Australia 1 1901 496,079 

Mexico, Mexico 1900 344,721 

1 With Suburbs. 



WORLD EDUCATION 

^.. Census Popula- 

year tion 

Milan, Italy 1901 491,460 

Milwaukee, U. S. A 1910 373.857 

Minneapolis, U. S. A 1910 301,408 

Montevideo, Uruguay 1904 298,127 

Montreal, Canada 1901 267,730 

Moscow, Russia 1907 1,359,254 

Munich, Germany f 1910 595,053 

Nagoya, Japan 1903 288,639 

Naples, Italy 1901 563,541 

Newark, U. S. A 1910 347,469 

New Orleans, U. S. A 1910 339,075 

New York, U. S. A 1910 4,766,883 

Ningpo, China 1904 260,000 

Nuremburg, Germany 1910 332,539 

Odessa, Russia 1900 449,673 

Osaka, Japan 1908 1,117,151 

Palermo, Italy 1901 309,694 

Paris, France 1906 2,763,393 

Peking, China est. 1,600,000 

Philadelphia, U. S. A 1910 1,549,008 

Pittsburgh, U. S. A 1910 533,905 

Riga, Russia 1897 256,197 

Rio de Janeiro, Brazil 1905 811,265 

Rome, Italy 1901 462,783 

Rotterdam, Netherlands 1905 370,390 

St. Louis, U. S. A 1910 687,029 

St. Petersburg, Russia 1905 1,678,000 

San Francisco, U. S. A 1910 416,912 

Santiago, Chile 1904 334,538 

Sao Paulo, Brazil 1902 332,000 

Shanghai, China est. 1,000,000 

Sheffield, England 1901 409,070 

Stockholm, Sweden 1907 337,460 

Suchau, China 1904 500,000 

Sydney, Australia 1901 481,830 

Teheran, Persia est. 280,000 

Tokyo, Japan 1909 2,168,151 

Tunis, Tunis est. 250,000 

Turin, Italy 1901 335,656 

Vienna, Austria 1909 2,085,888 

Warsaw, Russia 1901 756,426 

Washington, U. S. A 1910 331,069 

Yokohama, Japan 1903 326,035 

102 



CHAPTER XI 

Bibliography 

Abbbeviations: U. S. Com. E. R. = United States Commissioner of 

Education Report. 

S. I. R. = Smithsonian Institution Report. 
Adams, H. B., Educational Extension in the United States, U. S. 

Com. E. R., Washington, 1909. 
Agriculture, International Chamber of. Proclamation of H. M. 

Victor Emanuel III, King of Italy, with documents, Roma, 1905. 
Association Internationale des Academies, Premiere assemblee 

generale tenue a Paris, 1901. 
Balch, Thomas, International Courts of Arbitration, Philadelphia, 

1896. 
Beach, C. F. Jr., Educational Reciprocity, North American Review, 

Oct., 1906. 
Blodgett, J. H., Sunday Schools of the United States, U. S. Com. E. 

R., 1896-7, Vol. 1, pp. 349-425. 
Boardman, G. D., Disarmament of Nations or Mankind One Body, 

Philadelphia, 1898. 
Brace, C. L., Gesta Christi, a History of Humane Progress, N. Y., 

1893. 
Bridgman, R. L., World Organization, Boston, 1905. 
British Academy of Learning, Reprint from Quarterly Review, 

The Living Age, March 15, 1902, Boston. 
Burritt, EUhu, Life of, N. Y., 1879. 
Carnegie Institution of Washington, Scope and Organization, 

Washington, 1909. 
Catholic Directory, The Official, United States and Canada, 

N. Y., 1910. 
Church (Denominational) Schools and Colleges in the United 

States, U. S. Com. E.' R., 1904 and 1908. 
Cowles, J. L., A General Freight and Passenger Post, N. Y., 1898. 
Darby, W. Evans, International Tribunals, The Peace Society, 

London. 
Draper, A. S., New York Colleges and the State System of Educa- 
tion, Albany, N. Y., 1910. 

103 



WORLD EDUCATION 

Encyclopedia Britannica (11th edition) articles: Education, Uni- 
versities, Brahmanism, Buddhism, Confucianism, Mahomme- 
danism, and other non-Christian religions for their educational 
work. 

FocK, A., The Economic Conquest of Africa by the Railroads, Wash- 
ington, 1905. 

Foreign Universities and Other Foreign Institutions of 
Higher Education, U. S. Com. E. R., 1908. 

Foster, John, An Essay on the Evils of Popular Ignorance, London, 
1819. 

Friedenwald, Herbert, The American Jewish Year Book, Phila- 
delphia, 1911. 

Giddings, F. H., Democracy and Empire, N. Y., 1900. 

Oilman, D. C, University Problems, N. Y., 1898. 

Harris, Isidore, The Jewish Year Book, London, 1910. 

Hartshorn, W. N., and Penniman, G. W., American Negro since his 
Emancipation, 1863-1910, Boston, 1910. 

Hazell's Annual for 1911, London, 1911. 

Hugo, Victor, Address at Paris Peace Congress, 1849. 

International Educational Relations, U. S. Com. E. R., Wash- 
ington, 1910. 

International Exchange, Report on, S. I. R., Washington, 1910, 

International Law Association, Annual Reports, London. 

International Parliamentary Peace Union, Conference, Berne. 

International Peace Bureau, Berne. 

Keltie, J. Scott, Statesman's Year Book, London, 1910. 

Kemeny, Franz, Entwurf einer internationalen Gesammt-Akademie, 
Budapest, 1901. 

Lemonnier, Charles, Les etats-imis d'Europe, Paris, 1872. 

Lockyer, Norman, On Brain Power in History, Reprint, Cambridge, 
Mass., 1904. 

Minerva, Strasburg, 1908. 

Monroe, W. S., BibUography of Education, N. Y., 1897. 

MosELY Educational Commission to the United States, London, 
1904. 

National Education Association, Annual Reports, Winona, Minn. 

Newcomb, Simon, Evolution of the Scientific Investigator, S. I. R., 
Washington, 1904. 

New York Central Railroad, and other railroad publications, on 
agriculture, forestry, school trains, etc. 

Nobel Prizes, U. S. Com. E. R., Washington, 1904. 

Pan-American University or Bureau of Education, Boston, 1908. 

Reader's Guide to Periodical Literature (under international), 
Minneapolis, Minn., 1910. 

Ripley, W. Z., The European Population of the United States, S. I. 
R., Washington, 1909. 

104. 



BIBLIOGRAPHY 

Schuster, Arthur, International Science, S. I. R., Washington, 1907. 

Sedgwick, Adam, The Relation of Science to Human Life, S. I. R., 
Washington, 1909. 

Smithsonian Institution, Annual Reports, Washington. 

Society for the Diffusion of Useful Knowledge, The Penny 
Magazine, London. 

Stetson, W. W., A study of waste and kindred evils in the admin- 
istration of our public schools, Augusta, Me., 1907. 

Talleyrand-Perigord, Projet de Decrits sur I'lnstruction Publique 
k Paris, 1791. 

Trueblood, Benjamin, The Federation of the World (with Bibliog- 
raphy) Boston, 1899. 

United States Commissioner of Education, Annual Reports, 
Washington. 

Univers.'VL Library, leaflet, International Education Conference, 
Boston, 1904. 

Universal Peace Congress, Reports 1889-1897, Berne. 

University of Chicago, Correspondence Study-Department, Chi- 
cago, 1910. 

University of Toronto, Reports on Organization, Toronto, Canada. 

Waldeyer, William, On the relations between the United States and 
Germany, especially in the field of science, S. I. R., Washington, 
1905. 

World's Missionary Conference, 1910 (Vol. Ill, Education), 
Edinburg, 1910. 

World Toues of leading travel agencies. 

Year Books of Baptist, Congregational, Episcopal, Lutheran, Meth- 
odist, Presbyterian and other denominations for educational in- 
stitutions and missionary societies for schools abroad. 



105 



APPENDIX 

PART I 

German Synopsis 

WELTERZIEHUNG 

Eine Erorterung der giinstigen Bedingungen fiir eine 
Welterziehung von W. Scott, Sekretar des Erziehungs- 
Verbandes von New England (New England Educa- 
tional League) und der Internationalen Erziehungs- 
Konferenz (International Education Conference). 

KAPITEL I 

Der Charakter des XIX. Jahrhunderts 

Das eben abgeschlossene 19. Jahrhundert hat die 
Summe der Kenntnisse vermehrt und neue Wissen- 
schaften geboren, aber sein hervorstechender Zug ist 
eine nach alien Richtungen hin sich erstreckende Tatig- 
keit. Die personliche Freiheit ist gefordert worden, die 
Leibeigenschaft, der fremde Sklavenliandel und die 
Sklaverei sind in den fiihrenden Landern abgeschafft. 
Der Lauf der Freiheit war unaufhorlich und hat dazu 
beigetragen, die soziale Lage zu verbessern. Unter den 
bemerkenswerten Tatsachen des Jahrhunderts nennen 

107 



APPENDIX 

wir den Fortschritt des Handels, die Beforderungsmittel 
zu Lande und zu Wasser, die Erleichterung des gegen- 
seitigen Verkehrs, Veranderungen in der Regierungs- 
form und grossere nationale Einheiten, die Entwicklung 
der Presse, die Circulation von Biichern und periodischer 
Literatur, die Verbreitung und das vergleichende Stu- 
dium der Religion. Der offentliche Unterricht ist in 
den fiihrenden Landern zu ungeheuren Proportionen 
angewachsen; die Revolution in der offentlichen Mei- 
nung und die bessere Erziehung sind ebenso bemerkens- 
wert wie irgend eine andere Bewegung des Jahrhunderts. 
Dies sind vielversprechende Anzeichen fiir die Zukunft 
der Menschheit und eroffnen eine neue Ara. 



KAPITEL II 

Der Gegenstand der Discussion 

Die moderne Erziehungstendenz wird von Talleyrand, 
dem franzosischen Minister des offentlichen Unterrichts 
im Jahre 1791 gut ausgedriickt: Wahrend es fiir irgend 
einen unmoglich ist, alles zu lernen, so sollte es einem in 
einer gut organisierten Gesellschaft moglich sein, irgend 
etwas zu lernen. Das Resultat ist, die Schule im wei- 
teren Sinne des Wortes lehrt alles und jeden, der zu 
lernen sucht, innerhalb der Grenzen seiner natiirlichen 
Fahigkeiten. Die einfachste Schule ist eine Schule uni- 
versaler Gelehrsamkeit, denn die sogenannten drei R's 
sind typisch und symbolisch fiir alles Wissen. Die 
Schule und die Schiiler soUen nicht auf Ort, Klasse, 
Nation, oder bevorzugte Rasse beschrankt sein, sondern 
die gesamte Menschheit umfassen. 

108 



GERMAN SYNOPSIS 
KAPITEL III 

HiNDERNISSE 

Die herrschenden Klassen haben tief die Erziehung 
beeinflusst. Verschiedene herrschende Klassen sind in 
der Geschichte aufgetreten, wie die der Priester, Sol- 
daten, Gelehrten, Kaufleute, Schriftsteller und anderer. 
Diese haben die Erziehung gestaltet und ihr Vorschriften 
gemacht. Allmahlich hat sich eine grossere und um- 
fangreichere soziale Einheit entwickelt, und die Theorie 
der Erziehung wird universaler. Zu den Hindernissen 
der Erziehung gehorten Rasse, Klasse, Geschlecht, 
Armut, Ortlichkeit, Tradition. Diese sind durch die 
Ausdehnung der Gelegenheiten zur Erziehung und 
durch das Streben nach einer Schule des Volkes oder 
der modernen Demokratie bedeutend modifiziert oder 
voUig beseitigt worden. 

KAPITEL IV 

Der Fortschritt, Voluntarismus 

Am Anfang des 19. Jahrhunderts sprechen John 
Foster in England und andere in anderen Landern zu 
Gunsten eines elementaren Unterrichts fiir das Volk 
oder die Masse der Gesellschaft. Im Laufe des Jahr- 
hunderts wird Elementarunterricht in den fiihrenden 
Landern eingefiihrt, und in vielen Staaten und Landern 
steht alien ausserdem sekundarer und hoherer Unter- 
richt offen. Freiwillige Bemiihungen seitens hervorra- 
gender Personlichkeiten, wie Peter Cooper, Ezra Cor- 
nell, George Peabody, John D. Rockefeller, John Macie 

109 



APPENDIX 

Smithson, Mary Lyon, John R. Vincent, Dwight L. 
Moody und viele andere, in den Vereinigten Staaten 
von Amerika und zahlreiche Philanthropen in anderen 
Landern haben zum Fortschritt der Erziehung beige- 
tragen; die erzieherische Arbeit religioser Korperschaf- 
ten ist auch ein wichtiger Faktor gewesen; grosse erzieh- 
erische Organisationen, wie die Nationale Erziehung 
Assoziation (National Educational Association) in den 
Vereinigten Staaten, die Britische Assoziation (British 
Association for the Advancement of Science), und 
Korperschaften in anderen Landern haben viel getan, 
die Erziehung zu heben. Zahlreiche andere freiwillige 
oder nicht von der Regierung abhangige Krafte haben 
Erziehung auf lokalen, nationalen und internationalen 
Gebieten gefordert. 

KAPITEL V 

Fortschritt, Regierung 

Die Regierung nimmt einen wichtigen Platz in der 
Erziehung ein. Ihre Arbeit wird besonders unter der 
modernen Volksregierung von den religiosen, ethischen, 
sozialen und industriellen Idealen des Volkes beein- 
flusst. Die kleinste politische Einheit, in einigen 
Landern Dorf oder Distrikt genannt; die Stadt, be- 
sonders Stadte ersten Ranges mit einer Bevolkerung 
von einer halben Million oder mehr, der Staat und die 
Nation nehmen einen Anteil an der Erziehung. Der 
Dbergang von nationaler zu internationaler Arbeit fiir 
Erziehung ist kein langer oder schwieriger Prozess. 
Seiche Arbeit ist schon unter verschiedenen indirekten 

110 



GERMAN SYNOPSIS 

Formen und durch internationale Kooperation begon- 
nen. Die weitere Entwicklung solcher Arbeit seitens 
der Regierung in der Zukunft erscheint unvermeidlich 
und weist auf Welterziehung bin. 

KAPITEL VI 

Grunde fur Forderung der Erziehung durch die 
Regierung 

Die wichtigsten Griinde fiir die Teilnabme der Regie- 
rung an der Erziebung sind (a) die Polizeitbeorie, nach 
der die Regierung eingesetzt ist, um Person und Eigen- 
tum zu schiitzen. Ein weises System einer Universal- 
erziebung gibt Scbutz, weil sie die Volksintelligenz 
hebt, die die Grundlage der Regierung ist. (b) Der kon- 
struktive politische Korper. Die Burger miissen erzogen 
werden, damit jener seine Aufgabe, die blirgerliche 
Gesellschaft zu erhalten und zu verbessern, erfiillen 
kann. (c) Die volkswirtschaftliche Idee. Erziehung 
vermehrt die Erwerbsquellen und den Wert jedes 
Biirgers. (d) Die Korporationsidee. Die Gesellschaft, 
wenn gut organisiert, ist eine dauernde Organisation 
und muss sich durch geeignete Erziehung jedes ihrer 
Mitglieder schiitzen. Das ist die Pflicht des ganzen 
Gesellschaftskorpers. Erziehung ist nicht eine Wohltat 
des Reichtums, noch eine Notwendigkeit der Armen, 
weder ein Erfordernis einer sozialen, industriellen oder 
einer anderen Klasse, sondern eine Angelegenheit des 
Staates als einer dauernden Korporation oder eines 
dauernden Gemeinwesens. 



Ill 



APPENDIX 

K\PITEL VII 

GiJNSTiGE Umstande 

Zu den giinstigen Umstanden einer Welterziehung 
gehoren die erfolgreiche Erfahrung grosser Gemeinwesen 
und Nationen in Erziehung; die materiellen Merkmale 
der zivilisierten Welt — das ist der "Tag der Wege": 
die gewohnliche Strasse, die Dampf- und die elek- 
trischen Bahnen, die Dampf erlini en; die Erleichterungen 
des gegenseitigen Verkehrs, wodurch die ganze Welt 
mit jedem ihrer Teile in Beriihrung ist; die grosseren 
Verwaltungseinheiten der offentlichen Angelegenheiten, 
die in einigen Fallen jetzt iiber die nationalen Grenzen 
hinausgehen und sich auf die ganze Erde erstrecken. 
Die friiher bemerkten volkswirtschaftlichen, korpora- 
tiven, konstruktiven, etc. Tendenzen zielen auch auf 
Welterziehung. Alle Griinde, die die lokale und nation- 
ale Erziehung stiitzen, gelten auch fiir die Erziehung 
der ganzen Rasse. 

KAPITEL VIII 

Annaherungen, Beispiele 

Dieses Kapitel will die wirksame Natur der friiher 
erorterten Krafte zeigen, die lokale, staatliche, nationale 
und internationale Erziehung oder die Erziehung der 
Menschheit heben, und eine Welteinheit in der Erzie- 
hung bewerkstelligen. An vielen Beispielen wird per- 
sonlicher Einfluss in dem kleinen Dorfe oder Distrikte 
gezeigt; in einer Stadt, an den Schenkungen, die Herr 

112 



GERMAN SYNOPSIS 

Andrew Carnegie, Pittsburg, Pa. gemacht; auf einem 
grosseren Gebiete an der Macdonald-Bewegung in 
Canada, die auf den Schenkungen Sir William Macdon- 
alds beruht; and den Gaben des Herrn John D. Rocke- 
feller, der die allgemeine Erziehungs-Kommission (Gen- 
eral Education Board) einsetzte; an der Rhodes-Stiftung 
die von Cecil John Rhodes zur Erziehung angelsach- 
sischer junger Manner auf der Universitat Oxford 
gegrUndet worden ist; an der Schenkung des Herrn 
Alfred Bernhard Nobel fiir philanthropische und erzieh- 
erische Zwecke, bei deren Verteilung alle Nationali- 
taten und beide Geschlechter beriicksichtigt werden. 
Man muss aus dem Studium der Sphare des individuel- 
len Einflusses folgern, dass hervorragende Philanthropen 
ein wichtiges Element in der Welterziehung sind. 
Freiwillige Gruppen von Personen, wie Verbande, Ver- 
einigungen von Fuhrern in der Erziehung und anderer 
sind gleichfalls vielversprechende Faktoren. Das 
Erziehungswerk der fiihrenden Nationen, das bereits 
das Internationale oder Weltgebiet in Angriff nimmt 
und in seiner Ausdehnung unbegrenzt ist, hat einen 
grossen und wachsenden Anteil an der Erziehung uber 
die ganze Welt. Weltwirtschaftslehre, die Erhaltung 
der Menschheit und der materiellen Hilfsquellen ge- 
horen zu den Friichten universaler Erziehung. Welt- 
erziehung verbiirgt die Sicherheit der Nationen und 
die Vereinigung von Freiheit und Ordnung. Feindliche 
Ideen, die Verdacht, Streit und Krieg verursachen, 
lassen sich vermitteln, wo Intelligenz verbreitet ist. 
Die Organisation der Intelligenz der Menschheit kann 
nationale Rivaltitat in Kooperation und Freundschaft 

113 



APPENDIX 

umwandeln und so zu einer vollkommenen socialen 
Ordnung fiihren, in der die beiden grossen Ziele der 
Civilisation : das Wohlergehen des Individuums und der 
Gesellschaft naher gebracht sind. 

KAPITEL IX 

Internationale Plane 

Verschiedene Plane werden hier dargelegt, iiber die 
wir uns nicht eingehender aussern mogen, wie (1) der 
Internationale Erziehungs-Bund (International Edu- 
cation League); (2) die Vereinigung der Nationalen 
Erziehungs-Gesellschaften (Federation of National Ed- 
ucation Societies), (3) der Weltverband der Universi- 
taten; (4) der Verband Internationaler Assoziationen; 
(5) Weltuniversitat (religios, konf essionslos) ; (6) Welt- 
erziehungsfond oder Stiftung; (7) Vereinigte Stiftung 
fiir Internationale Erziehung; (8) Hauptstadtische 
Erziehungsalliance (Intermetropolitan Educational Al- 
liance); (9) Internationale Vereinigung flir Erziehung 
(unter der Regierung); (10) die Weltreise-Universitat; 
(11) Internationale Korrespondenzschulen; (12) Welt- 
bibliothek und Museum. 

KAPITEL X 

Statistic 

Dieser Abschnitt enthalt (a) Welterziehungsstatistik; 
(b) Internationale Gesellschaften, Kongresse, etc.; (c) 
Stadte von 250,000 Einwohnern und dariiber. 



114 



GERMAN SYNOPSIS 
KAPITEL XI 

BiBLIOGRAPHIE 

Die Bibliographie enthalt eine Liste von gedrucktem 
Material, das sich auf viele Seiten des Gegenstandes 
bezieht. Die Liste konnte bedeutend vermehrt werden. 



115 



PART II 

French Synopsis 

L'EDUCATION MONDIALE 

Discussion des conditions favorables a une campagne 
pour I'education mondiale, par M. W. Scott, secretaire 
de la Ligue de I'Education de la Nouvelle-Angleterre et 
de la Conference Internationale de I'Education. 

CHAPITRE I 

Traits Caracteristiques du XIX. Siecle 

Le dix-neuvieme siecle, qui vient de s'achever, a 
ajoute a la somme des connaissances et a mis au jour 
des sciences nouvelles; mais ce qui le distingue le plus, 
c'est la diffusion de son energie. La liberte personnelle 
s'est accrue; le servage, le commerce des esclaves et 
I'esclavage ont ete abolis dans les pays les plus avances. 
La marche du progres a ete continuelle et s'est dirigee 
vers de meilleurs conditions sociales. Au nombre des 
f aits les plus remarquables du siecle se placent le progres 
du commerce, les transports par terre et par mer, les 
facilites des communications, les changements operes 
dans le gouvernement et la formation de nationalites 
plus grandes, le developpement de la presse, la circula- 
tion des publications periodiques et des livres, la propa- 

116 



FRENCH SYNOPSIS 

gation de la religion et de son etude comparative. La 
revolution operee dans I'opinion publique et raccrois- 
sement des chances qu'offre I'education sont aussi re- 
marquables que tout autre mouvement du siecle. lis 
sont pleins de promesses pour I'avenir de rhumanite, 
et ils lui ouvrent une ere nouvelle. 

CHAPITRE II 

La Question Posee 

La tendance de I'education moderne est bien exprimee 
par Talleyrand, ministre de I'lnstruction publique en 
France en 1791: "Comme il est impossible a qui que ce 
soit d'apprendre toutes choses, il devrait etre possible a 
tout le monde dans une societe bien organisee d'appren- 
dre quoi que ce soit." Le resultat est que I'ecole, con- 
sideree d'une maniere large, enseigne tout et a tons 
ceux qui desirent apprendre, dans les limites de leur 
habilite naturelle. L'ecole la plus simple est une ecole 
de savoir universel, car les trois R, comme on les ap- 
pelle, sont le type et le symbole de tout savoir. L'ecole 
et I'eleve ne sont limites ni a la localite, ni au rang social, 
ni a la nation, ni a la race favorisee, mais contiennent 
toute I'humanite. 

CHAPITRE III 

Obstacles 

Les classes dirigeantes de la societe ont exerce une 
action puissante sur I'education. L'hlstoire nous en 
montre de diverses sortes, telles que les classes sacer- 
dotale, militaire, professionnelle, commerciale, litteraire 

117 



APPENDIX 

et autres. Elles se sont fait leur education et lui ont 
dicte leurs termes, Peu a peu s'est formee une unite 
sociale plus grande et plus etendue, qui a rendu la 
theorie de I'education plus universelle. Parmi les ob- 
stacles que I'education a rencontres sont ceux de la 
race, de la classe, du sexe, de la pauvrete, de la localite, 
de la tradition. lis ont ete bien amoindris et meme 
supprimes du fait que les chances de s'instruire sont 
devenues plus nombreuses, et que le peuple ou la demo- 
cratic moderne est en faveur de I'ecole. 

CHAPITRE IV 

Progres Realises — Volontarisme 

Dans la premiere partie du dix-neuvieme siecle, John 
Foster en Angleterre et autres dans d'autres pays, de- 
manderent une education elementaire pour le peuple ou 
le corps de la societe. Dans le cours du siecle, I'educa- 
tion elementaire s'est etablie dans les principaux pays, 
et de plus I'education secondaire et superieure sont ac- 
cessibles a tous dans beaucoup d'Etats et de pays. Les 
efforts volontaires de personnalites eminentes telles que 
Peter Cooper, Ezra Cornell, George Peabody, John D. 
Rockefeller, John Macie Smithson, Mary Lyon, John 
R. Vincent, Dwight L. Moody et de beaucoup d'autres 
aux Etats-Unis d'Amerique, ainsi que de nombreux 
philanthropes dans d'autres pays, ont contribue au 
progres de I'education. Les travaux faits par les corps 
religieux pour I'education ont ete un facteur important 
de ce progres. Enfin les grandes organisations d'edu- 
cation comme I'Association Nationale d'Education aux 

118 



FRENCH SYNOPSIS 

Etats-Unis, I'Association Britannique pour le develop- 
pement de la Science, et d'autres societes dans d'autres 
pays, ont beaucoup fait pour promouvoir I'education. 
Bon nombre d'autres organisations volontaires, en 
dehors du gouvernement, ont pousse en avant I'educa- 
tion sur des territoires locaux, nationaux et de plus 
grands encore que celui d'une nation. 

CHAPITRE V 

Pbogres Realises — Gouvernement 

La place que tient I'education dans le gouvernement 
est tres grande. Son oeuvre subit I'influence de I'ideal 
religieux, ethique, social et industriel du peuple, surtout 
sous le gouvernement populaire de nos jours. La plus 
petite unite civile, appelee dans quelques pays le bourg 
ou le district; la ville, surtout la ville de premier ordre 
contenant au moins un demi-million de population, 
I'Etat et la nation ont leur part dans I'education. La 
transition de Taction nationale a Taction Internationale 
pour I'education est un procede qui n'est ni long ni 
difficile. Une telle action a deja commence dans di verses 
formes indirectes et par la cooperation Internationale. 
II semble inevitable que Taction gouvernementale donne 
dans Tavenir d'autres developpements qui visent a 
I'education mondiale. 

CHAPITRE VI 

Motifs du Developpement de l'Education par le 
Gouvernement 

Les raisons les plus importantes de la participation du 
gouvernement a I'education sont: (a) la theorie de sur- 

119 



APPENDIX 

veillance qui considere le gouvernement comme une 
institution destinee a proteger les personnes et les pro- 
prietes. Un bon plan d'education universelle est une 
protection, parce qu'il favorise le developpement de 
1 'intelligence du peuple, qui est la base du gouvernement. 
(b) Le corps politique constucteur. On doit instruire 
le citoyen pour le mettre a meme de faire sa part du 
maintien et de Tamelioration du corps civil, (c) L'idee 
economique. L'education augmente les ressources et la 
valeur de chaque citoyen. (d) L'idee corporative. La 
societe, bien organisee, est une corporation perpetuelle 
et doit assurer sa protection par l'education de chacun 
de ses membres. C'est la le devoir de tout le corps 
social. L'education n'est pas un bienfait du riche, ni 
une necessite du pauvre, ni une obligation d'une classe 
sociale, industrielle ou autre, mais une question que 
interesse le corps politique comme corporation perpe- 
tuelle ou communaute. 

CHAPITRE VII 

Conditions Favorables 

Parmi les conditions favorables a l'education mondiale 
sent les experiences que font avec succes sur ce sujet 
les grandes communautes et les nations; les traits ma- 
teriels du monde civilise, — c'est le "jour des chemins," 
les chemins ordinaires, les chemins de fer et les chemins 
electriques, les grandes voies de I'ocean, les facilites des 
communications qui mettent le monde entier en rela- 
tions avec chacune de ses parties; les unites d'adminis- 
tration des affaires publiques devenues plus grandes, 

120 



FRENCH SYNOPSIS 

et qui dans quelques cas depassent maintenant les 
frontieres nationales pour devenir mondiales. Les ten- 
dances economiques, de corporation, de construction et 
autres deja remarquees s'appliquent aussi a I'education 
mondiale. Toutes les considerations qui conviennent a 
I'education locale et nationale sont bonnes aussi pour 
I'education de toute la race humaine. 

CHAPITRE VIII 

LiGNES d'ApPROCHE — ILLUSTRATIONS 

Ce chapitre vise a montrer la nature effective des 
moy ens deja discutes pour promouvoir I'education locale, 
d'Etat et nationale et de plus I'education Internationale, 
ou I'education du genre humain en totalite, pour former 
une unite mondiale en education, L'influence individu- 
elle est illustree dans une petite ville ou un petit terri- 
toire par de nombreux exemples; dans une ville par les 
liberalites de M. Andrew Carnegie a Pittsburg, Pa.; 
dans un territoire plus grand par le "Mouvement Mac- 
donald" au Canada, base sur les liberalites de Sir 
William Macdonald; par les donations de M. John D. 
Rockefeller, qui etablit le Bureau d'Education Generale 
des Etats-Unis d'Amerique; par le Fonds des bourses 
Rhodes, constitue par Cecil John Rhodes pour I'educa- 
tion de la jeunesse anglo-saxonne a I'universite d'Ox- 
ford; par les donations au monde entier de M. i^lfred 
Bernard Nobel pour des fins de philanthropic et d'edu- 
cation, et dans I'administration desquelles toutes les 
nationalites et les deux sexes sont consideres. En 
etudiant la sphere d'influence individuelle, on en vient 

121 



APPENDIX 

a la conclusion que les eminents philanthropes consti- 
tuent un element important de I'education mondiale. 
Les groupes volontaires de personnes comme les cor- 
porations, les associations des chefs de I'education et 
autres sont aussi un facteur plein de pro messes. Les 
travaux des premieres nations qui entrent deja dans 
I'arene Internationale ou mondiale et lesquels sont des- 
tines a une grande expansion, tiennent une part de plus 
en plus considerable dans I'education de I'homme par 
tout le monde. Les economies du monde, la conserva- 
tion des ressources materielles et de I'humanite sont au 
nombre des fruits de I'education universelle. L'educa- 
tion mondiale assure la securite des nations et 1 'union 
de la liberte et de I'ordre. Les idees hostiles, qui causent 
le soupgon, la discorde et la guerre, peuvent ceder a 
I'arbitrage la, ou 1 'intelligence est bien repandue. L'or- 
ganisation de I'intelligence de I'humanite peut changer 
la rivalite en cooperation et en amitie, et ainsi nous 
conduire a un meilleur ordre social ou nous approcherons 
de plus pres des deux grands buts de la civilisation: le 
bien-etre de I'individu et celui de la societe. 

CHAPITRE IX 

Plans LsfTERNATiONAUX 

On presente ici plusieurs plans que nous ne pouvons 
pas developper comme: (1) Ligue Internationale de 
I'Education; (2) Federation des Societes Nationales 
d'Education; (3) Federation Mondiale des Uni versites ; 
(4) Federation des Associations Internationales; (5) Uni- 
versite Mondiale (religieuse, de toutes denominations); 

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FRENCH SYNOPSIS 

(6) Fonds ou Fondations de I'Education Mondiale; 

(7) Union de Fondations pour I'Education Internatio- 
nale; (8) Alliance d'Education Intermetropolitaine; 
(9) Union Internationale de I'Education (Gouverne- 
mentale); (10) Universite de Voyage Mondiale; (11) 
Ecoles par Correspondance Internationales; (12) Bibli- 
otheques et Musees Universels. 

CHAPITRE X 

Statistiques 

Cette division comprend (a) Statistiques de I'Edu- 
cation Mondiale; (b) Societes Internationales, Congres, 
etc.; (c) Villes ayant une population de 250,000 et 
davantage. 

CHAPITRE XI 

BiBLIOGRAPHIE 

La bibliographic a une liste d'imprimes traitant 
beaucoup de phases du sujet. La liste pourrait etre 
etendue de beaucoup. 



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